UNIVERSITY OF CALIFORNIA 


TRADE AND INDUSTRIAL SERIES, No. 2 DIVISION BULLETIN, No. 13 


DIVISION OF 

Vocational Education 

OF THE 

UNIVERSITY OF CALIFORNIA and of the STATE BOARD OF EDUCATION 


ANALYSIS OF THE 
CABINETMAKER’S TRADE 


LESLIE G. STIER 








PRICE. 40 CENTS 

BERKELEY, CALIFORNIA 
SEPTEMBER. 1923 


\ 

























LIST OF PUBLICATIONS OF THE DIVISION OF VOCATIONAL 

EDUCATION, UNIVERSITY OF CALIFOENIA 

/ 


Trade and Industrial Series 

No. 1. Division Bulletin No. 12. Analysis of the House Carpenter’s Trade. 
March, 1923. 

No. 2. Division Bulletin No. 13. Analysis of the Cabinetmaker’s Trade. 
September, 1923. 


Agricultural Education Series 

No. 1. Division Bulletin No. 8. Job Analysis Applied to the Teaching of 
Vocational Agriculture. May, 1922. 

No. 2. Division Bulletin No. 11. Farm Mechanics for California Schools. 
November, 1922. 

Agriculture News Letter. (Monthly.) 


Part-Time Education Series 

Division Bulletin No. 1. Syllabus of an Introductory Course on Part-time Edu¬ 
cation. January, 1920. (Out of print.) 

No. 1. Leaflet No. 1. A First Heading List for Administrators and Teachers 
in Part-time Schools. August, 1920. (Out of print.) 

No. 2. Leaflet No. 2. The Work of Coordination in Part-time Education. 
November, 1920. (Out of print.) 

No. 3. Bulletin No. 2. An Analysis of Department Store Occupations for 
Juniors. December, 1920. 

No. 4. Bulletin No. 3. Coordination in Part-time Education.. March, 1921. 
(A revision of Leaflet No. 2.) 

No. 5. Bulletin No. 4. An Analysis of the Work of Juniors in Banks. May 

1921. 

No. 6. Bulletin No. 5. An Analysis of Clerical Positions for Juniors in Kail¬ 
way Transportation. August, 1921. 

No. 7. Leaflet No. 3. Selected Reading List for Administrators and Teachers 
in Part-time Schools. September, 1921. 

No. 8. Bulletin No. 6. Part-time and Continuation Schools Abroad—Reprints. 
November, 1921. 

No. 9. Bulletin No. 7. The Work of Juniors in the Telegraph Service. April, 

1922. 

No. 10, Leaflet No. 4. Recreational Reading for Part-time and Continuation 
Schools. March, 1922. 

No. 11. Bulletin No. 9. The work of Juniors in Retail Grocery Stores. July, 
1922. 

No. 12. Bulletin No. 10. Third Annual Report of the Director of Part-time 
Education. Stockton, California, October, 1922. 


— News Notes 

Part-time News Notes v. I, Nos. 1-8. November, 1920—May, 1922. (Nos. 1-5, 
7 out of print.) 

Vocational Education News Notes, v. II, nos. 1-5. September, 1922—August, 

1923. (Nos. A, 2, 5 out of print.) 



UNIVERSITY OF CALIFORNIA 


TRADE AND INDUSTRIAL SERIES, No. 2 DIVISION BULLETIN No. 13 


DIVISION OF 

VOCATIONAL EDUCATION 


OF THE 

UNIVERSITY OF CALIFORNIA and of the STATE BOARD OF EDUCATION 


ANALYSIS OF THE 
CABINETMAKER’S TRADE 


BY 

LESLIE G. STIER 

M 



BERKELEY, CALIFORNIA 
September, 1923 





♦ 


All rights reserved by 
The Division of Vocational Education 
University of California, 1923 


■=nUr" 6 ” 

HZ 1 4 1923 


DOCU 


kients 


pjVtSlON 



FOREWORD 


In response to a request of the State Board of Education, the 
Division of Vocational Education of the University of California has 
for several months devoted the time of a research worker to a study 
of the problems of trade analysis. This is the second of a series of 
bulletins dealing 1 with trade analysis, which the Division of Vocational 
Education is planning to issue in cooperation with the State Board of 
Education. The material for this analysis was collected and arranged 
by Mr. Leslie G. Stier under the general direction of Mr. B. W. 
Johnson, Supervisor of Teacher-Training in Trade and Industrial 
Classes, San Francisco Bay Region, and Miss Emily G. Palmer, in 
charge of the Research and Service Center of the Division of Voca¬ 
tional Education. Assistance in gathering or criticising the material 
was given by cabinetmakers, mill-men, and educators. 

While the analysis in this bulletin is written to assist teachers of 
cabinetmaking, it is intended primarily for those who are familiar 
with the rather highly technical form of analysis appearing in the 
bulletins of the Federal Board for Vocational Education and in 
The Instructor, the Man, and the Job, by Charles R. Allen. 

John C. Beswick, 

State Supervisor of Trade and Industrial Education. 


ACKNOWLEDGMENT 

Acknowledgment for assistance in gathering and checking the 
material in this bulletin is due to Mr. R. R. Condyser, foreman in the 
plant of the American Photo Player Company; Mr. H. C. Keran, 
Department of Vocational Education, Berkeley Public Schools; Mr. 
E. C. Carter, Agent for Millmen’s Union, Oakland; Mr. J. D. Wilson, 
Department of Vocational Education, Riverside, California; and to 
Mr. Howard L. Stannard, Los Angeles High School, for one set of 
type job instruction sheets. 







Courtesy S.+ G.Gump Co. San Francisco 



































CONTENTS 

PART ONE 

Chapter page 

I. The Cabinetmaker’s Trade. 7 

Demand for Skilled Cabinetmakers.:. 7 

Divisions of the Trade. 9 

Factors of Employment. 9 

Entrance Requirements. 11 

Opportunities for Advancement. 12 

II. Types of Training. 13 

Part-time Cooperative Course. 14 

Trade Extension Course in Day School. 14 

Trade Extension Course for Evening School. 15 

Full-time Trade Course.'. 15 

III. How the Analysis was Made. p. . 17 

Listing the Jobs. 17 

Dividing the Trade into Units. 17 

Determining the Required Information. 18 

Arranging the Jobs in Instructional Order. 18 

Determining the Required Information. 20 

Summary. 21 

IV. How to Use the Analysis. 23 

Dividing the Trade According to Processes. 23 

Dividing the Trade According to Product. 23 

Arranging the Unit Order. 24 

Type Job Instruction Sheets. 25 

V. Supplemental Subjects. 41 

List of Reference Books on Cabinetmaking. 44 


PART TWO 

Analysis of the Trade by Operations 


Unit A. Assembling. 46 

Unit B. Machine Operation. 49 

(1) Sanding. 50 

(2) Planer Work. 52 

(3) Table Sawing... 54 

(4) Jointing. 56 

(5) Scroll Sawing. 58 

(6) Boring. 60 

(7) Band Sawing. 62 

(8) Mortising. 64 

(9) Tenoning. 66 

(10) Lathe Work. 68 

(11) Polishing in Lathe. 72 

(12) Sharpening. 76 

(13) Shaper Work. 78 

(14) Sticker Work. 80 

Unit C. Bench Work. 82 

Index.. 84 













































PART THREE 

Analysis of the Trade by Product* 

Unit No. 1. Furniture Construction 
Part I. Open-framed-up Furniture 
Part II. Enclosed Furniture 
Unit No. 2. Special Interior Work. 

Unit No. 3. Stair Building. 

CHARTS AND PLATES 

F rontispiece—Sideboard. 

Chart No. 1—The Cabinetmaker’s Trade. 22 

Chart No. 2—The Cabinetmaker. 24 

Paneled Single Door.:... 27 

Smoking Cabinet... 33 


* Printed on large sheets accompanying the bulletin. 







PART ONE 


CHAPTER I 

THE CABINETMAKER’S TRADE 

Not only do we need shelter, but we also need suitable furniture to 
beautify the interior of our homes and minister to the comfort and 
convenience of our daily lives. In the middle ages nearly all work 
was done by hand and the services of only the best artists and most 
skillful workmen were employed. During this period where so much 
emphasis was placed on proper designing and constructing of fine 
cabinets and other furniture it was necessary to serve a long term of 
apprenticeship before being recognized by the public as a skilled 
workman in the trade. 

The introduction of machinery has resulted in breaking down the 
old apprenticeship system. Operations that were once done by hand 
are now done by machinery and the ease with which men can be trained 
to set up and operate power saws, power planers, and many other 
machines has resulted in recruiting men from the ranks of unskilled 
workers. With the extensive use of machinery also came wholesale 
production. Instead of a work of art and craftsmanship manufac¬ 
turers produced a product which was the work of a draftsman and an 
automatic machine hand and which lacked taste and imagination. 
However, extreme designs and crude imitations are rapidly disappear¬ 
ing. The public is beginning to recognize and demand the products of 
honest and careful manufacturers who possess enough of the spirit 
of craftmauship to place emphasis not only on usefulness, but also on 
beauty. 

Demand for Skilled Cabinetmakers 

Inquiries in several of the large cities on the western coast indicate 
that a shortage exists in the trade. There is no doubt that increased 
building operations in this and other states will do much to increase 
the demand for furniture of the craftsmanship type. 

According to the figures of the U. S. Department of Commerce, 
Bureau of the Census, there were 2444 cabinetmakers in California in 
1920. The machine operators, assemblers, and bench workers in the 
respective woodworking industries were classified as semi-skilled 
operatives in these industries. The following statement shows the 
number of laborers and the number of semi-skilled operatives in the 
lumber and furniture industries in California in 1920: 


8 


ANALYSIS OF THE CABINETMAKER’S TRADE 


The Number of Laborers and Semi-Skilled Operatives in Lumber and 

Furniture Industries in California 


Industry 

Laborers 

Semi-skilled Operatives 

Total 

Male 

Female 

Total 

Male 

Female 

Lumber and furniture industries 

6,446 

6,232 

214 

5,527 

5,032 

495 

•Furniture factories. 

248 

238 

10 

1,258 

1,121 

137 

Piano and organ factories. 

11 

7 

4 

240 

221 

19 

Saw and planing mills*. 

5,623 

5,510 

113 

3,148 

3,030 

118 

Other woodworking factories.... 

564 

477 

87 

881 

660 

221 


* Includes box factories (wood). 


In the past our supply of skilled workmen of this type has been 
obtained from other countries, where special attention was given to 
design and workmanship. The introduction of machinery has resulted 
in specialization, and many of these skilled men become operators 
instead of craftsmen. 

The cabinetmaker’s work is comprehensive in character, as he is 
not only expected to construct properly, but he is often called upon 
to design. Due to the high standards and special skills necessary for 
successful work, cabinetmakers are always in demand. The reasons 
are, of course, obvious—to be a skilled workman in the trade means 
that one must have a thorough knowledge of all of the various machines 
used in the construction of the finished product; it means he must also 
be able to assemble properly, and to do any type of bench work neces¬ 
sary to complete the job. In small establishments the cabinetmaker 
may also be called upon to do finishing. To become efficient in all 
these phases of joinery requires years of experience. 

Although the supply for medium-grade workers may be adequate, 
the supply for high-class cabinetmakers is not sufficient to meet the 
demand. The present demand for substantial furniture with emphasis 
upon art and craftsmanship, instead of extreme designs and crude 
imitations, has done much to develop a taste for decorative art among 
the general public and to create a demand for cabinetmakers who 
have originality. 

Operators of machines are often confined to- only one or two 
machines. As it takes a comparatively short time to train a man to 
become proficient in machine operations, and as the time required to 
train workmen is short, the wages are, of course, comparatively low. 
However, the all-round machine operator who can handle men and 

































9 


THE CABINETMAKER’S TRADE 

supervise the selection, preparation, and operation of materials and 
machines is always in demand. Bench hands and assemblers can also 
be trained to do their work and can be given the knowledge necessary 
for the various methods of construction peculiar to the different shops 
in a comparatively short time. 

Divisions of the Trade 

The cabinetmaker’s trade has been decidedly affected by machinery. 
No longer, especially in large factories, does the cabinetmaker design, 
construct, and finish his own product. Instead, the design is made by 
a draftsman, the millwork and assembling are done by semi-skilled 
workmen, and the necessary hardware, trimming, and parts of furni¬ 
ture are fitted by men doing bench work. In larger factories there is 
even greater specialization. 

The purpose of this analysis is to provide for a definite training 
program for the cabinetmaker’s trade. The trade is therefore divided 
into the following divisions: 

Machine operations. 

Assembling. 

Bench work. 

In working out this training program it is assumed that the 
man who is to be trained for the cabinetmaker ’s trade can do any of 
the necessary machine operations, assembling, and bench work, and if 
necessary make simple designs. 

Factors of Employment 

Wages .—From a comparative study of wages paid in the various 
occupations in several cities along the western coast, the following 
table was compiled. It shows the prevailing rates of wages per hour 
for several woodworking occupations, a,s of May 16, 1923. These 
figures represent the union scale that was paid at that time. In some 
instances the wage was higher than the union scale, due to the urgent 
demand for workmen. 


Occupations 

San Francisco 

Los Angeles 

Portland 

Seattle 

Cabinetmakers. 

$.8734-1-00 

$1.00 

$.6734—93 M 

$.8734 

Mill workers. 

.9134—1-00 

1.00 

• 6734—93 % 

■ 87 H 

Assemblers. 

.8114—.87 34 

1.00 

■67H 

■ 87 H 

Benchmen. 

.923^—1.00 

1.00 

.6734—93 U 

■ 87M 



















10 ANALYSIS OF THE CABINETMAKER’S TRADE 

Hours .—In all of the cities mentioned above, the working week con¬ 
sisted of 44 hours. 

Working Conditions .—The cabinetmaker’s trade is recognized as 
work of a superior type. It is an easy matter to obtain cabinetmakers 
with only mechanical skill, but to obtain one who has a taste for 
decorative art and real craftsmanship is another matter. He must, 
therefore, have a knowledge of the general principles affecting design. 

The work is clean and interesting and does not involve physical 
or mental strain, but instead stimulates intelligence and interest. The 
modern shops have plenty of light and air. Modern ventilating sys¬ 
tems help to remove dust, and occupational diseases are unknown. 
The liability for accidents has also been reduced to the minimum by 
using proper safeguards on all machines. 

January and February are considered slack seasons, if any, for 
the trade. There is, however, very little fluctuation in furniture work 
as the mills can regulate their hours to meet the demand. 

Trade Hazards .—Extreme care must be taken when working about 
machinery, as practically all woodworking machines are very danger¬ 
ous owing to the speed at which they are run. Modern factories 
employ every possible means of protection. Saws, cutting tools, pulleys 
and belts, revolving at a high rate of speed, are dangerous to the work¬ 
men and must be guarded. “Safety” signs are placed where neces¬ 
sary ; in fact, every possible necessary precaution is taken, so that 
accidents are reduced to the minimum. 

Dust from the machines is injurious, and although the use of 
blowers on machines in modern factories has done much to eliminate 
this evil, the air is constantly laden with fine particles of dust. 

Trade Organization .—The cabinetmakers are not organized in a 
separate union, but are recognized as belonging to the carpenters’ and 
joiners’ union. The extent of the trade organization is given in the 
following statement issued by the Carpenters’ Union: 

“It extends over all journeyman carpenters, or joiners, stair build¬ 
ers, ship joiners, millwrights, planing-mill bench hands, cabinetmakers, 
car builders, or operators of woodworking machinery. It extends over 
all men engaged in the occupations enumerated, whether on the build¬ 
ing in its erection or repair, or employed in the preparation or manu¬ 
facture of material for the same, including all metal-covered trim, 
hollow sash and doors, and hollow-steel trim. 

“It extends over men engaged in putting up all kinds of wood 
molding, putting up ‘run,’ strips for plumbers, the opening through 
floors, joists, or partitions where coming in contact with wood, also 


THE CABINETMAKER’S TRADE 


11 


the setting of all woodwork in toilet rooms; fastening of all wood 
cleats to ironwork; cutting up and hanging all rough forms used in 
concrete work; the setting of all sash, doors, windows, and other 
frames; the building and setting of all centers made of wood, the 
putting on of plaster boards and putting on of all plaster grounds, 
and also the erection of furring for cornices where wood is used; the 
building and construction of all derricks; making of mortar boards, 
boxes and trestles; putting in ‘needles’; shoring of buildings; raising 
and moving of buildings, etc.; the nailing and cutting of all stops in 
doors and windows, the framing of all false work, derricks, etc., when 
applying to structural iron work.” 

Entrance Requirements 

‘ Educational .—Although schools teach little beyond the eighth 
grade which applies directly to the cabinetmaker’s trade, it is very 
important that a youth continue his schooling into the first, and second 
years of high school, either on a full-time or a part-time basis, before 
taking a specific course in cabinetmaking. The union does not desire 
boys younger than 16 or 17 years of age to enter the trade as appren¬ 
tices, and prefers older boys who are well-trained in the use of tools. 
This course in cabinetmaking is so organized that it can be used for 
full-time, evening, or cooperative schools. An attempt has been made 
to base the courses given here on a scientific method of instruction, 
and to give all the necessary jobs in the trade in instructional order. 

Training for skill in the cabinetmaker’s trade really requires a very 
short apprenticeship, and the supply can readily be adjusted to meet 
the demand for this type of worker. But skill and knowledge of 
machine operations, assembling, and bench work do not constitute a 
first-class cabinetmaker. He should have other training. His technical 
knowledge should include kinds and value of woods, modern theory 
and practice in the trade, cabinet-furniture design, etc. 

Physical .—The cabinetmaker need not have unusual strength to 
perform his duties. The qualities of patience, accuracy, initiative, 
and artistic ability are more essential than any special physical 
requirements. However, the trade requires that the men be physically 
fit to do a day’s work. While the machine operator often has to lift 
and handle pieces of lumber, the work does not involve physical strain 
as the cabinetmaker handles only small pieces of lumber. 


12 


ANALYSIS OF THE CABINETMAKER’S TRADE 


Opportunities for Advancement 

The invention of machinery has resulted in a surplus of mechanical 
operators in the cabinetmaking trade. No longer does the apprentice 
learn the secrets of his craft, but instead makes quantity production 
from some model. There is real need for the cabinetmaker who is 
both an artist and a craftsman. 

After a thorough mastery of the trade in which emphasis is placed 
on utility, craftsmanship, and design, the cabinetmaker is promoted 
to foreman. Here he plans, lays out work, and directs men. He 
must now have a complete knowledge of the modern theory and prac¬ 
tice of the trade as used in the commercial world. 

AVith a full set of tools and very little capital, a man can start 
in business for himself. This will afford ample opportunity for per¬ 
sonal expression through craftsmanship and design, thus bringing out 
the artistic ability and the skill of the workman. 

Often a man finds that he has exceptional ability to design. This 
ability can be developed by taking courses in furniture design. This 
is a very desirable field in the cabinetmaking trade and requires 
originality and talent. 


TYPES OF TRAINING 


13 


CHAPTER II 

TYPES OP TRAINING 

Before establishing a course of trade training in any community 
the need for the course should be determined by a preliminary survey 
which will include such items as are listed in the application blank 
furnished by the State Board of Education (Bulletin 23, page 25). It 
is of course important that the number of boys who are trained in a 
given trade bv a communitv shall not exceed the number who can be 
employed in the community and the surrounding territory. 

A trade course of any kind should meet the four requirements set 
up by the Federal Board for Vocational Education as follows: 

1. The content of the course must represent standard practice in 
that trade at the time the course is given. 

2. The teacher must be experienced in the trade and have training 
as a teacher. 

3. The class must be composed of pupils mentally and physically 
able to pursue the trade when trained, and intending to follow the 
trade. 

4. The opportunities for employment must be such that at least 
75 to 80 per cent of those trained will follow the trade. 

Advisory committee .—In organizing any type of training for trade 
work, it is advisable to appoint a local advisory committee whose duty 
shall be to cooperate, counsel, and advise in the methods and manage¬ 
ment of the trade courses and classes. Further information regarding 
the organization and duties of advisory committees can be found in the 
bulletin mentioned above, pages 26-27. 

Teachers .—All teachers of trade and industrial subjects must have 
certain qualifications. These qualifications are definitely stated in 
Bulletin No. 23-A, pages 58-59, issued by the California State Board 
of Education, as follows: 

Only two general types of teachers will be accepted as instructors 
of applied work One of these types is represented by the widely 
experienced craftsman and the other by the technically trained teacher. 
a. The experienced type includes persons 25 years of age or 
over who have had a minimum of three years of experience as 
journeymen workers, or—where this terminology does not apply— 
its equivalent, in the vocations which they expect to teach, and in 
addition thereto, at least an elementary school education; and who 
have satisfactorily completed the work of the classes for the train¬ 
ing of vocational teachers of trades and industries set up under the 
Federal and State Vocational Education Acts. 

h. The technically trained type includes persons who have 
had at least two years of vocational experience in their special 


14 


analysis of the cabinetmaker’s trade 


fields and who have completed college courses in architecture, civil, 
mechanical, electrical, steam, gas, mining, or marine engineering, 
in standard universities or colleges that maintain for graduation 
at least four-year courses beyond the four-year high school pre¬ 
paratory course. 

Part-time Cooperative Course 

The cooperative system of education, which is the “new apprentice¬ 
ship,” is based on a cooperative arrangement between educational 
institutions which furnish the theoretical instruction, and the trade 
or industry which furnishes the practical experience. 

Classes can be so organized that the academic and the practical 
work may be alternated daily, weekly, or biweekly. Classes are divided 
into two groups—one group being in school while the other group is 
at work. At the end of each week or two weeks these groups exchange 
places, and thus alternate between school and work. Boys are 
generally arranged in pairs and so avoid interruption in the work. 

The success of the cooperative plan depends upon the degree to 
which the practical experience obtained on the job and the related 
instruction received in the school are coordinated. For training in 
the cabinetmaker’s trade the cooperative plan is to be recommended. 

By following the content of this analysis an effective instructional 
order can be obtained for students in the cooperative class. The 
instructors must see that .the boys are transferred from unit to unit in 
the trade, that they come in contact with all the jobs in the unit, and 
that at the same time thej r are not an economic loss to the employer. 
The information content in the analysis can be so organized that the 
school work will be parallel with the work the boy is doing in the 
trade. The requirements of the California State Board of Education 
for part-time cooperative trade and industrial classes will be found in 
Bulletin 23 (1922), pp. 24-26. 

Trade Extension Course in Day Schools 

For part-time classes which the students from 14 to 18 years of age 
attend for only four hours a week, a course in cabinetmaking can be of 
the trade extension type only. Such classes need a definitely arranged 
and a progressive program which parallels as nearly as possible their 
experiences in the trade. The content in this analysis can be adjusted 
and used as a check to set up a progressive program of auxiliary 
and supplementary subject matter in relation to the jobs on which 
each boy is working. The additional requirements for the establish¬ 
ment of such classes and types of work will be found in Bulletin 23, 
P.-T. E. of the California State Board of Education. 



TYPES OF TRAINING 


15 


Trade Extension Course for Evening Schools 

Evening schools may be organized to give either extension trade 
work or supplementary subject matter. The content in this analysis 
will serve as a basis for the organization of instructional material of 
either kind on the short unit basis. Experience has shown that short 
unit courses are the most effective means of serving the men who enter 
the evening classes. They are mature and experienced and, in all 
probability, are employed during the day as cabinetmakers or foremen, 
or in closely allied trades. 

The analysis permits division into several specific units. The jobs 
and required technical knowledge are so arranged that the men can 
get what they need according to trade standards, in the shortest time 
possible. More units can be added as the demand warrants. 

SHORT UNITS IN CONSTRUCTION 


Assemblying . 4 lessons 

Bench work . 8 lessons 

Carving . 32 lessons 

Cabinet and furniture design . 40 lessons 

Developing curved surfaces . 8 lessons 

Estimating . 8 lessons 

Hardware . 4 lessons 

Inlaying . 12 lessons 

Marquetry . 12 lessons 

Modern theory and practice in the trade. 8 lessons 

Principles and methods of furniture construction 8 lessons 

Setting-out and laying-out problems . 4 lessons 

Stair-building . 12 lessons 

Upholstering . 12 lessons 

SHORT UNITS IN MACHINE OPERATION 
(Involving Adjustments and Set-ups) 

Bandsawing . 4 lessons 

Boring . 4 lessons 

Jointing . 8 lessons 

Lathe work . 16 lessons 

Mortising . 8 lessons 

Polishing on lathe . 4 lessons 

Planer work . 4 lessons 

Sanding . 2 lessons 

Scroll sawing . 6 lessons 

Shaper work . 12 lessons 

Shaping . 10 lessons 

Sticker work . 12 lessons 

Table sawing . 4 lessons 

Tenoning . 4 lessons 


Full-time Trade Course 

Where it is possible for the school to arrange to make furniture, to 
do special interior work, or do stair building for the school or for 
individuals through some arrangement made by the school board, a 
profitable full-time trade course can be given. It has been found that 
the most effective means of handling the trade work and supplemental 





























16 


ANALYSIS OP THE CABINETMAKER’S TRADE 


subjects for a full-day course in cabinetmaking is by means of two 
teachers, one giving the trade work and the other giving all the supple¬ 
mental work. A room specially equipped for the supplemental work 
is invaluable in tying this work to the trade. 

In this analysis of the trade all the jobs with the necessary technical 
knowledge and auxiliary information required are given in instruc¬ 
tional order. Experience has shown that the technical and auxiliary 
knowledge can best be given by the instructor in cabinetmaking and 
taught to the student at the time he actually needs it. In this way the 
technical knowledge will be tied up directly with the job. 

The length of the full-time course in cabinetmaking will depend 
entirely upon the individual and his previous experience. However, 
the course of study will require about two years of work for the 
average student who is ready to learn the cabinetmaker \s trade. One- 
half of the time should be devoted to actual trade work. 

The supplemental subjects, including mathematics, drawing, 
science, English, hygiene and citizenship, will require about one-third 
of the time. The academic subjects, of course, will take up the 
remainder of the time. This work should consist of community civics, 
English, development of the United States, physical training activities, 
and other work the student mav desire. The State Board of Educa- 
tion requirements for full-time trade schools will be found in Bulletin 
No. 23, pp. 27-31. 

The following is a suggested course of study for an all-dav school 
giving instruction in cabinetmaking. This course conforms to the 
requirements of the California State Board of Education for the 
establishment of vocational education in the public schools and may 
lead to a high school diploma under the conditions prescribed in 
Bulletin No. 23, California State Board of Education. 


TYPE COURSE 


Course Hours per 

Trade Work: week 

Cabinetmaking . 15 

Supplemental subjects . 10 

Supplemental science . 2 

Supplemental mathematics . 2 

Supplemental drawing . 2 

Supplemental English . 2 

Hygiene and safety . 1 

Citizenship . 1 

Other Academic subjects . 5 

English and literature . 1 

Economies . 1 

Development of United States . 1 

Physical training .!. 2 


Fraction 

of TIME 

One-half 

One-third 


One-sixth 















HOW THE ANALYSIS WAS MADE 


17 


CHAPTER III 

HOW THE ANALYSIS WAS MADE 

The Problem. —The introduction of machinery has resulted in a 
division of labor and the decline of the old apprenticeship system in 
the cabinetmaker’s trade. As a result we have many specialists in the 
various fields who, instead of being all-around cabinetmakers and 
masters of their craft, know only one branch of the trade. Due to the 
changes in housing and furnishing, the cabinetmaker of today is called 
upon to show skill in a variety of ways—especially in the case of 
special fitments in houses and in the design and construction of special 
furniture. Instructors in cabinetmaking often place special emphasis 
on skill and neglect to tie up the related technical knowledge of definite 
facts which is necessary in order to be rated as a first-class cabinet- 
maker. Again, we find others who neglect the skill and place all the 
emphasis on the knowledge. 

In order to set up a definite training program we must determine 
exactly what the cabinetmaker must do and what he must know in 
order to be a skilled workman. Before an instructor in cabinetmaking 
can teach his trade, he must first list all the jobs or operations and all 
the required information to be taught and arrange them in a definite 
teaching order, that is, he must analyze his trade. A trade analysis 
contains, in proper form, a list of all the jobs a man must be able to 
do and all the knowledge a man must have in order to become a skilled 
workman in the trade. 

Effective teaching in vocational classes in cabinetmaking can be 
obtained when definite, clear-cut standards and objectives have been 
agreed upon. Having decided upon the standards and objectives of 
the trade we must analyze the content, arrange the material in instruc¬ 
tional order, and establish some method of measuring the learner’s 
progress. 

Listing the Jobs 

In analyzing the cabinetmaker’s trade, as it appears in Part Three, 
a list was made of all the various types of jobs that a cabinetmaker 
would have to do in order to become a skilled workman. 

Dividing the Trade into Units 

After every type job was listed, it became evident that certain 
groups of jobs called for similar kinds of skill, knowledge, and tools 
or machines. These groups were then called units or blocks. For 
example, it was found that a group of jobs dealing with stair building 
all required a certain kind of skill, knowledge, and tools or machines. 
This was then called the unit on stair building. 


18 ANALYSIS OF THE CABINETMAKER’S TRADE 

Another group of jobs call for different kinds of skill, knowledge, 
and tools or machines, used in cabinet construction work. This was 
then called the unit on special interior work. In this way the group 
of jobs which called for the same kind of skill, knowledge, tools or 
machines were placed in the same units. These units are each a definite 
part of the cabinetmaker’s trade and might be taught independently. 

Determining the Required Information 

With all the jobs in the trade placed in their proper units, the next 
step was to take each job and determine just what mathematics, 
science, drawing, and other information, including trade terms, care 
and use of tools, safety precautions, and knowledge of work was neces¬ 
sary for each job. All this required information for each job was 
then listed. 

Arranging the Jobs in Instructional Order 

Determining the progression factors for a unit. —We had listed 
all the jobs and all the required information. The jobs had also 
been placed in their proper units, but were not arranged in the proper 
order for teaching. The next step was to take one unit and examine 
all the jobs. Immediately it became evident that before the jobs could 
be arranged in some learning order, certain things must be considered 
which affected the ease of learning or which retarded the learner. 
For example, in the unit on stair building, it was found that some 
jobs required more skill than others. So the skill demanded might 
retard the learner, and was a factor taken into consideration in all 
work on stair building. When training the green man in the unit on 
stair construction, the first jobs we would give the learner would be 
those jobs calling for the least skill. 

In examining our list of jobs we also find that some jobs require 
more accuracy than others. Naturally the first job to give the green 
learner would not call for a great deal of accuracy, but would be a 
very rough job. So the accuracy required in each unit would affect 
the learner and become another factor to be taken into consideration. 

We also found some jobs in these units require a great many opera¬ 
tions and so tend to confuse the learner, while other jobs require a 
very few operations. Naturally the first job for the learner would be 
one having few operations. So the number of operations to be per¬ 
formed might also affect the learner and become a third factor taken 
into consideration. 

These factors and others which determine the ease with which a 
learner progresses in learning, or the factors which tend to retard a 


HOW THE ANALYSIS WAS MADE 


19 


learner are called 'progression factors. Progression factors, therefore, 
were taken into consideration in working out a learning order for 
jobs in each unit. The number of progression factors in any unit are 
determined by the instructor who knows the difficulties that the learner 
will meet in progressing through the various jobs in the unit. Usually 
three progression factors are sufficient to consider in any unit. 

Establishing checking levels. —After having determined on skill, 
accuracy, and number of operations as the progression factors that 
affect the individual learning the unit on stair building, for example, 
we still have no check on a learner’s progress. We know the starting 
point for the green learner, and we know the goal for a trained work¬ 
man in each unit, but we have no definite means of checking the learner 
to see if he is making the right kind of progress through the unit. It 
immediately became evident that we must establish a scale or measur¬ 
ing stick, so that we could check or measure the learner at any point 
as he progressed through the unit. The stages in the unit which 
indicate the learner’s progress are called checking levels. The number 
of checking levels required for any unit is a matter of personal judg¬ 
ment, but usually a learner should be checked after he has progressed 
through about five jobs. 

Determining the type job specifications. —In the unit on stair 
building, for example, it was thought that five checking levels were 
sufficient to test or check the learner as he progressed through the 
twenty-five types of jobs in that unit, A measuring scale divided into 
five parts or levels was made for this unit. It was then necessary to 
determine what kind or type of job the learner could do at each stage 
or checking level. 

First, the characteristics of the most difficult type of jobs that 
could be done by a completely trained man were specified. This speci¬ 
fication or description of jobs marked off the last checking level, or, in 
this case, checking level No. 5, and was called the type job specification 
for this level. A description of the type of jobs to be taught a learner 
half-trained was placed in checking level No. 3, the description of the 
type of jobs first to be taught a green learner was placed in checking 
level No. 1, etc. Specifications for a group of jobs which have char¬ 
acteristics in common and offer approximately the same difficulty, but 
which vary in degree at each checking level were called type job 
specifications. 

Determining the unit objective. —When the unit on stair building, 
for example, was examined the question immediately arose: Since we 
are not teaching just a series of jobs but are training a man to be a 
cabinetmaker, what is the object of the stair building unit ? A detailed 


20 


ANALYSIS OF THE CABINETMAKER’S TRADE 

statement in regard to the learner in terms of what he can do and a 
description of what he knows when trained to build stairs was then 
written. For each unit a corresponding objective in terms of the 
learner was written. A statement of what the learner can do and of 
what he knows at the end of any unit is called the unit objective. 

Intermediate or checking level objectives. —The type job specifica¬ 
tions gave us a description of a group of jobs at each checking level. 
It was also considered necessary for the instructor to have a descrip¬ 
tion of the man at each checking level. Corresponding statements of 
what the learner can do and descriptions of what he knows were, 
therefore, written for each checking level. Such statements were called 
the checking level or intermediate objectives. 

Arranging the jobs in instructional order. —After determining our 
progression factors, checking levels, type job specifications, and objec¬ 
tives for each unit, we had a five-step measuring scale of learning, and 
a statement of objectives. But the jobs in each unit were still not 
arranged for instruction. As the jobs in the unit must be taught in an 
instructional order and not in production order, the next step was to 
apply this scale to the list of jobs that belong in the unit. 

It was found that the simplest way to apply this learning scale to 
all the jobs in a unit was to take any one job from a unit; keeping in 
mind the progression factors for this unit, we looked at the type job 
specifications for the different checking levels. The job was then 
placed in the level to which it was found to correspond most closely 
after examining the specifications set up for each level. This process 
was continued until all the jobs were distributed into the various 
checking levels. In some cases this distribution required some shifting 
of jobs from one level to another before they were satisfactorily placed. 

The jobs placed in the various units were only types of work, not 
specific jobs, and were therefore labeled type jobs. Now when we are 
ready to teach these jobs we simply choose real jobs which correspond 
exactly to the type jobs. 

Determining the Required Information 

Determining the technical knowledge. —In looking over our cards 
we found that we had listed the jobs a cabinetmaker must do, and the 
knowledge he must have in order to do each job well. It was evident 
that there were many production jobs which could not be done 
properly without the use of mathematics, or drawing, or science. The 
knowledge absolutely necessary in order to do production jobs was 
called technical knowledge or required information , and the jobs based 
on the technical knowledge were called technical jobs. 


HOW THE ANALYSIS WAS MADE 


21 


Under the heading of trade mathematics were listed all the measure¬ 
ments involving any special rules, devices, and calculations which a 
cabinetmaker must, know if he is to be a skilled workman. 

Under the heading of trade drawing was included such drawing as 
reading and working from blue prints and plans, making simple 
sketches and designs, and so on, but only the drawing absolutely neces¬ 
sary to do the various jobs. However, in planning the content for 
supplemental work special emphasis should be placed on design. 

Under the heading of trade science was included certain scientific 
facts (not general principles). The effects of warped or defective 
stock, for example, are scientific facts that should be known. 

Determining the auxiliary information. —Our list also contained 
other information which a cabinetmaker ought to know, including a 
limited amount of mathematics, drawing, and science; a list of trade 
terms; special points on the care and use of tools and machines; safety 
precautions for the worker and his fellow-workmen or for the materials 
with which he is working; and knowledge of stock, including kinds of 
wood used and defects which weaken the stock. 

By looking over the required information for all the jobs belonging 
to a given checking level, we were able to sum up the required knowl¬ 
edge for the whole checking level, as it appears in the third column 
of the analysis of each unit. 


Summary 

The listing of the jobs, their division into units, the arrangement 
of the jobs in learning order—first by a determination of checking 
levels with their type job specifications and objectives, and second by 
sorting the jobs into their proper levels, and finally the determination 
of the minimum knowledge required to do the type of work in each 
level—completed the analysis of the cabinetmaker’s trade. The com¬ 
plete analysis of each unit of the cabinetmaker’s trade appears on the 
large sheets accompanying this bulletin. A discussion of supplemental 
subjects appears in Chapter V. 


22 


ANALYSIS OF THE CABINETMAKER *S TRADE 



Chart No. 1 













HOW TO USE THE ANALYSIS 


23 


CHAPTER IV 

HOW TO USE THE ANALYSIS 

As has been suggested in Chapter II, this analysis can be used in 
any of the types of trade classes found in public or private schools. 
For the various types of classes the material must be adapted to the 
special type of training. For the schools which are giving a complete 
trade course through an actual production job, on either a cooperative 
or full-time day school basis, the method of using the analysis is 
discussed in some detail in this chapter. 

The boy who takes the cabinetmaker’s course will in all probability 
have had a course in wood shop, or have had some experience during 
the summer months in this trade as an apprentice. We assume that 
he has had a sufficient knowledge of the trade to cover in an elemen¬ 
tary way the following points: 

1. The names, uses and care of most of the cabinetmaker’s tools. 

2. Kinds, uses, and characteristics of woods commonly used. 

3. Simple construction, uses, and kinds of simple joints found in 
woodwork. 

4. Kinds, uses, and methods of fastening joints. 

5. Heading and interpreting simple blue prints, simple sketches 
and drawings. 

Dividing the Trade According to Processes 

The chart on page 22 shows the cabinetmaker’s trade is divided 
into three distinct divisions: Machine Operations, Assembling, and 
Bench Work. This is especially true in factories where specialization 
is the keynote for production. 

The public schools would not be justified in teaching only one 
branch of the trade to boys of high school age. However, the trade 
has three distinct divisions. Therefore, in planning a definite course 
of study for the trade, we must see that the learner comes in contact 
with trade methods used in each division. 

The chart also shows that the cabinetmaker constructs and builds: 
furniture, stairs, or interior work. 

Dividing the Trade According to Product 

As stated before, the cabinetmaker constructs furniture, builds 
stairs, or does special interior work. He may be trained in either 
division. However, in doing jobs in each unit, the cabinetmaker should 


24 ANALYSIS OF THE CABINETMAKER *S TRADE 

be taught to use the machines necessary, and do the assembling and 
bench work according to trade methods. 

The checking levels in the various units give a list of type jobs. 
It is not expected that the learner will do all of these jobs. In most 
of the checking levels in furniture construction the learner need do 
only one type job. It is assumed that the youth who decides to take 
this course in cabinetmaking has had some previous experience in 
woodwork, either in the school or in the trade. If he has not had this 
experience it would be well to let him first construct some piece of 
furniture without the use of machinery which would involve the prin¬ 
ciples of construction, the use of hand tools, kinds of woods used, 
fastenings, and interpreting simple drawings. 

The chart below outlines the entire trade blocked on a basis of 
instruction according to the product instead of process. 



Chart No. 2 


Arranging the Unit Order 

We have found that the trade breaks up into three divisions; 
nmely, furniture construction, stair building, and special interior 
work. In arranging a course of study which is based on the analysis 
given in this bulletin, we must take into consideration the proper 
arrangement of our units for instructional purposes. If they are 
arranged in instructional order they would probably be taken up in 
the following way: 

1. Furniture construction tied up with: 

( a ) Assembling, ( b ) Machine operations, and (c) Bench work. 

2. Special interior work tied up with: 

( a ) Assembling, ( b ) Machine operations, and (c) Bench work. 

3. Stair building tied up with: 

(a) Assembling, ( b ) Machine operations, and (c) Bench work. 



























HOW TO USE THE ANALYSIS 


25 


An instructor can arrange his work so that the beginning class 
can follow the proper unit order. The class with previous experience 
could, for example, do more difficult jobs, such as making enclosed 
furniture, while the beginning class could work on simple furniture. 

In preparing to undertake work on a commercial basis great care 
must be taken that the boys are changed to each of the various jobs 
so that each boy does each kind of job before he has completed his 
course in cabinetmaking. For example, the school may give an order 
for 24 cabinet doors for the chemistry laboratory. The job is classed 
as Special Interior Work. To give the boys an idea of factory methods, 
the job should be divided into three divisions: Assembling, Machine 
operations, and Bench work. The beginners could be given jobs in 
assembling; those with more experience could prepare the stock by the 
use of the various machines, and the most skilled boys could fit, hang, 
and hinge the doors. 

Care must be taken by the instructor that in organizing work on 
the productional basis emphasis at all times is based on instruction. 
Often the school demands that the boys complete a certain job which 
calls only for production—the construction of a large number of 
teachers’ desks is a good example. To keep the same class constructing 
desks for a period of one year will never train a boy to be a skilled 
cabinetmaker. 

It is of course expected that the content of the cabinetmaker’s 
trade must represent standard practices in the trade at the time the 
course is given. However, the instructor must at all times remember 
that any commercial job which has passed the point of instructional 
value becomes merely production and has little, if any, value for 
training a skilled workman. 

Type Job Instruction Sheets 

The organization of a trade course in cabinetmaking on an actual 
construction basis necessitates instruction and assignment of various 
jobs to an entire class at the same time. In order to give individual 
instruction to a class in an effective manner, an instructor must have 
some devices to assist him. The type job instruction sheet is such a 
device. It should include all the instruction which the instructor 
cannot give orally to the class as a whole, or to the individual. Before 
any unit is taken up by the instructor he should have instruction sheets 
made up for the type job in the unit he expects to teach. 

How to plan the instruction sheet. —In general, the instruction 
sheet should contain the following items: the objective of the job, a 
sketch of the work if possible, the list of operations with all the neees- 

sarv information or instructions as to where it is to be obtained, and 

%/ 


26 


ANALYSIS OF THE CABINETMAKER’S TRADE 


certain questions which the boy should be able to answer to show 
that he has grasped the significance of the job he has been taught. 

In working out type jobs, as in the unit on Special Interior Work, 
take for example, the type job ‘ ‘ Construct paneled single doors, ’ ’ 
a job in the first checking level of the unit. As this and all other jobs 
in the trade require one or more of the processes called Machine 
Operations, Assembling, and Bench Work, it is necessary to have an 
instruction sheet on assembling and bench work as applied to doors. 
After the use of the various machines is taught, instruction sheets on 
machine operations should be posted over or near each machine for 
reference. In listing the operations for assembling and bench work 
on doors, all necessary information or problems to be solved must be 
incorporated with each operation. Any further information to be 
included on the sheet will depend upon the objective of the instruction 
for which the sheet has been prepared and whether all supplemental 
work is to be given at some other time. 

In the same way take the job “Construct typewriter table,” a job 
in the second checking level of the unit on Open Framed-up Furniture. 
Assume that instruction sheets for the use of the various machines 
are posted. The instructor need now prepare only type job instruc¬ 
tion sheets. The first instruction sheet will refer to a drawing or blue¬ 
print of a typewriter table with the necessary dimensions. This sheet 
also lists the operations necessary to prepare the stock. 

The other instruction sheets for this type job would call for opera¬ 
tions necessary for Assembling and Bench Work. As the course 
develops, the instruction sheets can be planned to assume more trade 
knowledge on the part of the learners with questions indicated to help 
them plan their own list of operations. 

A well-organized shop will have instruction sheets posted near 
every machine, explaining the operation of the machine for each type 
job. The instructor can give, through class instruction, all the opera¬ 
tions and information listed in the analysis under each machine unit. 
The learner can then refer to the instruction sheet for explicit informa¬ 
tion on the operation of the machine. 

A full discussion of instruction sheets is given in a monograph 
entitled Unit Instruction Sheets and Individual Instruction in Voca¬ 
tional Classes* by Robert H. Rogers and Oakley Furney, and in an 
article by the former author entitled Instruction Sheets in the Eve¬ 
ning Industrial School .f The following pages contain two sets of 
instruction sheets, one for making paneled single cabinet doors, and 
the other for making a small smoking cabinet. 

* Published by C . F. Williams and Son, Inc., Albany, N. Y. 

t Vocational Education Magazine, January, 1923, p. 370. 



HOW TO USE THE ANALYSIS 


27 


CABINETMAKER’S TRADE COURSE 

Type Job Instruction Sheet 

CHECKING LEVEL No. 1 SPECIAL INTERIOR WORK TYPE JOB No. 2 
Type Job: Construct and assemble paneled single cabinet doors. 

References: Modern Cabinet Work, Furniture, and Fitments. Wells and 
Hooper, pages 78-80. 

Objective: Ability to do all machine operations, assembling and bench work 
necessary for the construction of paneled single cabinet doors according to 
shop practice. 



MACHINE OPERATIONS 

1. Figure stock bill from drawing. 

What are stiles of a door? 

Why is paneling used ? 

What is meant by 3-ply paneling? 

Why use top and bottom rails ? 






































28 


ANALYSIS OF TIIE CABINETMAKER’S TRADE 

2. Select and cut stock, making proper allowance for cutting and 

planing. 

See instruction sheet for use of saw. 

3. Joint hollow side of all pieces. 

See instruction sheet for use of jointer.* 

4. Plane pieces to “net” thickness. Detail gives dimensions. 

See instruction sheet for use of planer, f » 

5. Select best side of all pieces for face of stock, usually marked thus: 

// for face and best edge. 

6. Lay off all mortises on stile. Stiles must be marked in pairs. 

Consult drawing for dimensions. 

7. Lay off all tenons. Consult drawing for dimensions. 

8. Mortise stiles on mortiser. Depth and width obtained from detail. 

See instruction sheet for use of mortiser. f 

9. Tenon rails on tenoner. Make tenons fit mortise. 

If no tenoner is available, this can be done on dado head. 

See instruction sheet for use of tenoner. f 

See instruction sheet for use of saw in cutting groove for dado.f 

10. Joint all inside edges of pieces. Run over jointer slowly. 

11. Rip all stock. Make Vie" wider than net width. Use fine rip saw. 

12. Dado grooves on inside edge of stiles and rails. Groove should be 

made to suit panels. Groove center rail on both edges. Detail 
gives width and depth of groove. 

13. “Relish” tenons to suit mortises on band saw. Tenons on rails 

are wider than mortises and hence need cutting. This opera¬ 
tion is called relishing. Width of mortise determines amount 
of “relishing.” 

14. Sand both sides of panels and pieces. 

15. Stock is now ready for assembling. 

See instruction sheet on assembling. 

* See sample instruction sheet on jointing. 

t Instructor must prepare and post instruction sheet near each machine. 



HOW TO USE THE ANALYSIS 


29 


CABINETMAKER’S TRADE COURSE 
Type Job Instruction Sheet 

CHECKING LEVEL No. 1 ASSEMBLING UNIT TYPE JOB No. 2 
Type Job: Assemble paneled single cabinet door. 

Objective: Ability to assemble paneled single cabinet doors according to shop 
practice. 

OPERATIONS 

A. Prepare stock for gluing. 

1. Prom the drawing get (1) size of door, and (2) dimensions 

of stock. 

2. Select stock for door, determine easiest way to assemble, and 

arrange in some systematic order. Consult drawing for 
stiles and rails. 

3. Clean out all mortises. 

4. Verify length of tenons with depth of mortise. Why is this 

necessary ? 

5. Test tenon with width of mortise. 

B. Prepare equipment for gluing. 

1. Place glue, glue brushes, clamps, clamping block or strips 

near work. 

2. Have hammer, mallet, straight-edge, square, and rod squar¬ 

ing-up ready for assembling. 

C. Assemble door. 

1. Take one style and glue all mortises. 

2. Take either top or bottom rail and apply glue to tenon which 

is to be stuck in mortise. Be sure to stick in proper 
mortise. 

3. Put in the right panel. 

4. Glue and put in proper succeeding rails and panels. 

5. Apply glue to all exposed tenons. 

6. Take remaining style and apply glue to mortises. 

7. Drive style on tenons (use mallet on wood block). 

8. Apply clamps; one across each rail and screw up tight. 

Clamp must alternate on each side of the door. 

D. Test door. 

1. Test for squareness. On a small door use a square or rod; 

diagonally across corners in larger ones. 

2. Shift clamps in proper direction and square the door if 

necessary. 


30 


ANALYSIS OF THE CABINETMAKER’S TRADE 


3. Test face of styles and rails for parallel surface. 

4. Make necessary adjustment of clamps and blocks by means 

of handscrews. 

5. Put aside and let glue dry and harden. In large factories 

•the doors are run through sanders after they are dry. 

QUESTIONS 

Why use blocks or clamping strips on the face of work to be glued ? 
What would be the effects of heating stock for gluing ? When and 
why is stock heated? 

AVhy be sure of clean mortises in gluing ? 

What care should be taken in applying glue to tenons and mortises ? 
What should be the proper consistency of glue in this case? 

What care must be taken of clamps and handscrews? 

Why should clamps alternate on door frame? 

How do you take care of glue and glue brushes when not in use? 


HOW TO USE THE ANALYSIS 


31 


CABINETMAKER’S TRADE COURSE 
Type Job Instruction Sheet 

CHECKING LEVEL No. 2 BENCH WORK UNIT TYPE JOB No. 2 
Type Job: Fit and fasten single cabinet doors. 

Objective: Ability to fit, hinge and hang any type of single cabinet door. 


A. Pit the door. OPERATIONS 

1. Measure opening for size and squareness. 

2. Test door for size and squareness. 

3. Determine on hinge edge of door. 

Best side of door should be placed out. 

If no choice, bowed side should be placed out. Why ? 

4. Plane hinge edge straight and square. 

5. Plane other edge to suit width of opening. 

This edge must be slightly bevel towards inside. 

Allow for a very small crack. 

6. Plane top of door. This must be planed to suit opening. 

7. Measure length and plane bottom of door to suit opening. 

Allow for small crack. 

8. Put door in frame. Plane where necessary. 

9. Sandpaper all corners lightly. 

B. Hinge and hang the door. 

1. Determine location of hinge. Usually hinges are placed in 
line with rail. 


2. Cut hinge seat in door to suit hinge. 

Use knife and sharp chisel. 

3. Screw hinge leaf to this seat. 

Use soap or wax for screws. 

4. Place door in opening and transfer hinge location to stile of 


frame. Use knife for this purpose. 

5. Cut hinge seat in stile. 

6. Screw hinge leaf to this seat. 

7. Put door in opening and put in hinge pins. 

8. Test door and plane where necessary. 


QUESTIONS 

Why measure opening and door before fitting? 
What determines hinge edge of door ? 

Why place bowed side out? 

Why use soap or wax on surface ? 

Why work with a knife? 

Why is front edge of door beveled ? 


32 


ANALYSIS OF THE CABINETMAKER ’S TRADE 


CABINETMAKER’S TRADE COURSE 

Machine Operations Instruction Sheet 

CHECKING LEVEL No. 1 JOINTING TYPE JOB No. 1 

Type Job: Joint stock. 

OPERATIONS 

1. Test fence for squareness. 

Fence should be at right angles to bed. 

2. See that guard is always over cutting head. , 

(Take no chances on cutting off your fingers.) 

3. Start the machine. Throw switch in slowly. 

4. Test jointer for line-up. 

Use long piece of scrap material for this. 

5. Lay piece against fence. 

Push over cutting head a distance of about only 6 inches. 
(Keep your hand on top edge of stick.) 

6. Remove piece of wood and shut off machine. 

7. When machine has stopped lay piece back against fence. See if 

back-bed is exactly even with the cut. If not, adjust back-bed 
until it is even. 

8. Start the jointer again. 

9. Place stock on jointer with hollow edge down. 

10. Push stock across cutting head. 

(Hands must be on upper edge.) 

Left hand should hold down stock and be in front of right hand. 
(Never let right hand pass over cutting head.) 

11. Examine stock. 

12. If not smooth, repeat operations. 

Note. — The above sheet should be posted near jointer. 

The four instruction sheets for the making of a smoking cabinet 
were prepared by Howard L. Stannard of Los Angeles High School. 


HOW TO USE THE ANALYSIS 


33 


CABINET MAKER’S TRADE COURSE 

Type Job Instruction Sheet 

UNIT No. 1. FURNITURE CONSTRUCTION 

CHECKING LEY'EL No. 1 Part II. Enclosed Furniture TYPE JOB No. 5 
Type Job: Construct and assemble a smoking cabinet without stiles or rails. 
Objective: Ability to do all machine operations, assembling, and bench work 
necessary for the construction of a cabinet without stiles or rails, according 
to shop practice. 



SCALE FOR DETAILS 


SMOKING CABINET 


DESIGNED BY HOWARD L. S TANNARD 

















































































































































34 


ANALYSIS OF THE CABINETMAKER’S TRADE 


Note. —This job consists of machine operations, assembling, and bench work. 
Proceed with the machine operations according to the directions on this sheet 
until your materials are ready for assembling or bench work. Then secure 
further instruction sheets as indicated. 

MACHINE OPERATIONS 

A. Prepare for cutting stock. 

1. Figure stock bill. Make a list of the number of pieces needed. 

2. Select stock. Select stock suitable for four legs. Select stock 

for top, bottom, and panels. Each may be made of three 
or more pieces which will later be glued together. This 
construction prevents warping. The grain in the panels 
is to run parallel with the grain in the legs; the grain 
in the top and bottom should run from side to side. 
What kinds of wood are best for furniture? Why? 

Why must stock be free from sap and moisture? 

What effect will knots have on the appearance of furniture?' 

B. Cut stock in rough.* 

1. Make sufficient allowance for finishing, cutting, and planing. 

Panels, top, and bottom are to be made in three pieces 
each. Why ? 

2. Keep together pieces for panels, top, and bottom. 

C. Dress one side of all pieces on jointer.! Why? 

1. Hold hollow sides down. Mark pieces on sides thus dressed 
with these marks: // 

D. Plane stock, placing marked face down.j; Why? 

1. Allow f/g" more than net size for legs. 

2. Allow 1 / 16 " more than net size for other pieces. Why not 
allow only y 1Q " for legs? 

E. Plane one edge of each piece on jointer. Hold marked face against 

fence. Mark jointed edge thus: // Why ? 

F. Kip stock for top, bottom, panels, and legs with sufficient allowance 

for jointing and planing. 

1. Three pieces are required for each. Hold marked edge 
against fence when ripping. 

Gf. Dress stock for legs. 

1. Dress one sawed side of each leg on jointer. 

2. Dress opposite side of each leg with surface planer. Leave 

each leg y i6 " greater than net dimensions in width and 
thickness. Why ? 

* See instruction sheets for use of saw. 
t See instruction sheet for use of jointer, 
f See instruction sheet for use of planer. 



HOW TO USE THE ANALYSIS 


35 


H. Cut legs to dimensions. 

1. Square one end of each leg on circular saw. Use fine cut-off 

saw. 

2. Measure required length of legs on cut-off gauge and clamp 

a stop-block on the gauge. Why is it best to use a stop- 
block ? 

3. Place squared end of each leg against stop-block and cut to 

length. 

I. Cut dadoes in legs. 

1. Consult drawings for length, depth, and width of dadoes. 

2. Place stop-blocks on fence in proper places and cut dadoes in 

legs for panels. 

3. Note that rear legs have two dadoes and front legs one. Legs 

are dadoed in pairs. 

J. Taper legs on jointer. 

1. Consult drawing for amount of taper. 

2. Taper legs on jointer by using stop-block. 

K. Joint pieces for top, bottom, and panels as these are to be glued 

to prevent warping. 

1. Joint pieces to be used on top. Make sure of perfect joints. 

Why is this important ? 

2. Mark boards to be jointed by holding them in the position in 

which they are to be glued. Mark thus: // across joint. 

3. Joint and mark pieces that are to be used for bottom, and 

panels in the same way that top was jointed. Top, bot¬ 
tom, and panels are now ready for bench work. 

BENCH WORK 

See instruction sheet on Bench Work Unit, Checking Level No. 2, 
Type Job No. 6, Operation A. 

MACHINE OPERATIONS 

L. Prepare top, bottom, and panels to net length and width. Allow 

in width on panel to be used for door. See drawing for 
net dimensions and add 

1. Plane one edge of top, bottom, and panels on jointer. Mark 

edge thus: //. 

2. Rip top, bottom, and three panels to net width. Place marked 

edge against fence. Use fine cut-ofF saw. 

3. Rabbet side and back panels to fit dadoes in legs. Consult 

drawing for size of dado. 


ANALYSIS OF THE CABINETMAKER’S TRADE 


36 

4. Rip fourth panel y 8 " wider than the total net width of the 

two doors. This panel will be ripped in half later to be 
used as doors in the cabinet. 

5. Square one end of each board on circular saw. Place marked 

edge against cut-off gauge. Use fine cut-off saw. 

6. Cut all pieces to net length. Use stop-block on cut-off gauge. 

Keep squared end against stop-block. Keep marked edge 
against cut-off gauge. 

7. Make pattern for side and back panels out of thin basswood. 

8. Make pattern for door panel out of thin basswood. Use pat¬ 

terns to make panels. See drawing for design. 

9. Saw curve as indicated in blue print on bottom end of panels 

on band saw. See instruction sheet on use of band saw. 

M. Cut kerf in top—the first operation in the making of the top mold¬ 

ing. 

1. Set cut-off saw so that it projects not more than y 8 " above 

the table and about l" from fence. 

2. Saw kerf on best face of top, making it about 1" from each 

edge and each end. Use fine cut-off saw. 

N. Rip stock. 

1. Rip stock for panel molding, making them % e " greater than 

net thickness and net width as indicated in drawing. 

2. Rip stock for blocking to net size. See drawing for size. All 

stock is now ready for bench work. See instruction sheet 
on Bench Work, Checking Level No. 2, Type Job No. 6, 
Operation B. 

3. Rip panel for door in half. This panel makes the two doors. 

Use fine cut-off saw. All the pieces are now' ready for 
assembling. 

ASSEMBLING 

See type job instruction sheet on Assembling, Checking Level No. 2, 
Type Job. No. 2. 

BENCH WORK 

When assembling has been completed, see type job instruction sheet 
on Bench Work, Checking Level No. 2, Type Job No. 2, on fitting and 
hanging double doors. 


HOW TO USE THE ANALYSIS 


37 


CABINETMAKER’S TRADE COURSE 
Type Job Instruction Sheet 

CHECKING LEVEL No. 2 BENCH WORK UNIT TYPE JOB No. 6 
Type Job: JJse hand tools for finishing work. 

Objective: Ability to do the hand work necessary for the construction of a 
cabinet. 

OPERATIONS 

A. Glue top, bottom, and panels. 

1. Test glue first. Why ? 

2. Set three cabinetmaker’s clamps to fit three boards that are 

to be glued for the top. 

3. Place two clamps under the three boards about one inch from 

each end and tighten slight^. Place third clamp over 
boards in the center and tighten all clamps at an even 
rate of pressure. Why is this so important? 

4. Inspect joints. What do you consider is a perfect joint? 

5. Remove boards from clamps. Leave bottom clamps in posi¬ 

tion and place the third clamp in convenient place. 
Repeat these operations with each set of boards. 

6. Place boards in sets in heater and leave until they are 

thoroughly heated through. Why? 

7. Have mallet, block, and hand screws ready for use. 

8. Place glue-pot in convenient position and remove one set of 

boards from heater. 

9. Apply glue to joints with brush and rub each joint well, 

making sure the joints are flush. 

10. Place boards in clamps and tighten as before. Be sure to 

apply pressure at an even rate until glue comes out of the 
joint. 

Why is this important ? 

Why heat boards ? 

Why rub joints ? 

Why make panels out of three boards instead of one ? 
Why work fast when gluing? 

11. When surplus glue can be rolled up in fingers remove with a 

sharp chisel? Why not wait until glue is thoroughly 
hard to remove it from joints? 

12. Allow boards to remain in clamps for twelve hours in a room 

of even temperature (90 degrees) and then remove 
clamps. 


38 


ANALYSIS OF THE CABINETMAKER’s TRADE 


13. Hand plane both sides of top, bottom, and panels to net 
thickness and scrape. See drawing for required thickness. 

B. Prepare legs, molding, and panels. 

I. Prepare legs. 

1. Plane four sides of each leg and scrape if necessary to net 

size. See drawing for net size. 

2. Lay out grooves at top and bottom of legs. Consult drawing. 

3. Lay out flutes on legs. Consult drawing. 

4. Cut out grooves and flutes with sharp gouge. Select proper 

size gouge for each. This is determined by width and 
depth of groove. 

5. Shape sanding blocks to correct size and shape and sand 

grooves. 

II. Prepare molding. 

1. Plane border of top to depth of saw-kerf. Use rabbet plane, 

clamp, and block. This is the second operation in the 
making of top molding. 

2. Make templet the shape of molding on top. See drawing for 

detail. Why is a templet used ? 

3. Shape molding to templet using smoothing plane and block 

planes. . Then sand the molding. 

4. Plane panel moldings to net size. 

5. Sand all pieces using fine sandpaper. 

6. Lay out measurements for panel moldings. Use pencil for 

marking. 

7. Cut all moldings to fit. Mitre corners. Why use this type 

of joint ? See instruction sheet on mitre box. 

III. Prepare panels. 

1. Glue moldings to panels. Use hand screws to clamp them 

together. Care must be taken in applying glue. Do not 
use too much. Why ? 

2. Clean panels of surplus glue. Use sharp chisel, then sand the 

panels. 

3. Bore holes and countersink for screws in blocking to fasten 

top. 

4. Bore holes in bottom and countersink for screws to fasten to 

blocking. 

5. Lay out measurements on inside of panels for blocking. Con¬ 

sult drawing for location of blocking. 


HOW TO USE TIIE ANALYSIS 


39 


CABINETMAKER’S TRADE COURSE 
Type Job Instruction Sheet 

CHECKING LEVEL No. 2 ASSEMBLING UNIT TYPE JOB No. 2 
Type Job: Assemble enclosed furniture. 

Objective: Ability to assemble enclosed furniture. 

OPERATIONS 

1. Assemble two sides and back of cabinet. Clamp together, using 

temporary pieces of wood of correct length in door opening. 
Inspect joints. Why? Test for measurements and squareness. 
Why? Make necessary adjustments and remove clamps. 

2. Set clamps for gluing sides. 

3. Place job in heater and heat thoroughly. Why ? 

4. Test glue and place pot in convenient position. 

5. Have mallet, square, rule, and clamping blocks ready. 

6. Apply glue to edges of panel and place in dado in each leg. Do 

not use too much glue. Why ? 

7. Place side in clamps and apply even pressure with each clamp. 

Don’t let panel buckle. Why apply even pressure? 

8. Test for measurements and squareness. 

9. Repeat these operations on the other side. 

10. Clean off the surplus glue with sharp chisel. Allow glued pieces 

to set for twelve hours and remove clamps. 

11. Fit and glue blocking in place on both sides. Use hand screws for 

clamping blocking to panels. 

12. Glue back panels and two sides using the same methods as before. 

Place temporary pieces of correct length in door opening. 
Clamp back and front of cabinet. Test for measurements and 
squareness. Allow glued pieces to set twelve hours and remove 

clamps. 

13. Glue blocking on back panel. Use hand screws as before. 

14. Fit bottom of cabinet and fasten with screws. Which way should 

the grain in the bottom run ? 

15. Attach top with screws. Fasten through blocking. Test door 

opening for squareness when top and bottom are in place. 
Which way should the grain in the top run ? 

16. The cabinet is complete with the exception of fitting and hanging 

of doors. See instruction sheet on Bench Work, Checking Level 

No. 2, Type Job No. 2. 


40 


ANALYSIS OF THE CABINETMAKER’S TRADE 


CABINETMAKER’S TRADE COURSE 
Type Job Instruction Sheet 

CHECKNG LEVEL No. 2 BENCH WORK UNIT TYPE JOB No. 2 

Type Job: Fit, hang, and fasten double cabinet-doors. 

Objective: Ability to fit, hinge, and hang double cabinet-doors. 


OPERATIONS 

A. Fit doors. 

1. Measure opening for size and squareness. 

2. Plane outside edge of each door straight and square and then 

test for squareness. Take off same amount from each 
door. Make doors fit, allowing y 1Q " opening on hinge 
sides and in center. 

3. Make top of doors parallel with top of cabinet and allow % 6 " 

opening. Why leave % G " at top? Keep bottoms of 
doors even. 

4. Bevel inside edge of doors slightly toward inside of cabinet. 

B. Apply hinges. 

1. Determine location of hinge seats in doors. Consult drawing. 

2. Cut hinge seats in doors. Use sharp chisel. 

3. Screw hinges to doors. Use soap or wax on screws. 

4. Place doors in proper position and mark for hinges on legs. 

5. Lay out measurements for hinge seats in legs. 

6. Cut out hinge seats in legs. 

7. Screw hinge to legs. 

8. If doors close too tight, plane a little off the inside edge. 

C. Fasten trimmings. 

1. Fasten door knobs and other hardware. See drawing for 

locations. 

2. Do final sanding and cornering. 


SUPPLEMENTAL SUBJECTS 


41 


CHAPTER Y 

SUPPLEMENTAL SUBJECTS 

The large charts in Part Three list all the type jobs that must be 
done in order to acquire the skill necessary to be a cabinetmaker. The 
charts also list the trade technical knowledge and the auxiliary inform¬ 
ation that is absolutely necessary to do these type jobs. There remains, 
however, a considerable amount of general information and knowl¬ 
edge that a cabinetmaker must have in order to meet successfully the 
current problems and new situations that arise in his trade. All of 
the general information and knowledge which is significant and per¬ 
tinent to trade knowledge, trade appreciation, and social and industrial 
knowledge is called general trade intelligence. General trade intelli¬ 
gence is classified under subjects as English, science, mathematics, 
drawing, citizenship or industrial and social relations, industrial his¬ 
tory, etc., which apply to the trade, and which are often called related 
or supplemental subjects. The emphasis placed here is the necessity 
of recognizing these subjects only in their supplemental meaning and 
relationship, and not as subjects to be studied in and for themselves. 

As has been pointed out elsewhere in this analysis, the purpose of 
a course in cabinetmaking is to train for the ability to do and the 
ability to apply, rather than to give the learner information. No 
course can be called a vocational course unless the man who completes 
it is prepared to do efficient work in the trade, and apply all the knowl¬ 
edge and supplementary information to problems arising in the trade. 

The objectives for supplementary teachers to place emphasis upon 
are: First, to give additional equipment and power in the industrial 
field to the worker through bringing out his relation to the social and 
industrial group; second, to give command of the general principles of 
the trade and the ability to apply them in new situations; and third, 
to cultivate appreciation of good workmanship. 

The point of application for the teacher of supplementary subjects 
is found in the items under the trade technical subjects listed in each 
unit of the trade and the specific problems in each subject. While the 
teacher of cabinetmaking will treat a technical problem as a fact to be 
mastered in the practice of the trade, the teacher of supplementary 
subjects will develop general principles that apply to this fact and 
have application to similar problems in the industrial field. 

The sequence of the supplemental course will depend upon the 
sequence of the jobs in the trade, upon the experiences immediately 


( 


42 


ANALYSIS OF THE CABINETMAKER ’s TRADE 


arising in the trade, and upon the experiences and relationships grow¬ 
ing out of the worker’s membership in the social group. 

As the purpose of supplemental subject teaching is to promote and 
develop general trade intelligence, to teach the learner to think and to 
apply information intelligent^, the developmental method of teaching 
should always be used. The case method with problems arising in the 
trade experience of the learner when properly analyzed and discussed 
will lead him to think inductively and have the necessary correlation 
with his trade. 

The relation of supplemental subjects to the trade and to the 
experiences of the learner is so important and covers so much related 
information that it is hoped that a further study covering this material 
will be published in this series. Therefore, only brief suggestions are 
included here to guide the teacher in arriving at some suitable content 
for his class. The following suggestions for supplemental subjects are 
given in Bulletin No. 23, California State Board of Education. 

“The supplemental subjects of the course will in most cases con¬ 
sist of industrial applications of mathematics, industrial applications 
of science, industrial applications of drawing, and industrial applica- 
tons of English, hygiene, and citizenship. 

‘‘In some courses shop work may be a supplemental subject. 

“In a course such as printing the most important of the supple¬ 
mental subjects is English. Unless it can be demonstrated that the 
usual high school courses in English do not meet the needs of the 
printer, this subject will not be given special aid.” 

Supplemental English .—“The chief source for the material con¬ 
stituting the content of this subject should be the scientific and techni¬ 
cal writings dealing with the processes and the products of the trade 
or industry. The formal side of the subject should consist largely of 
oral and written composition including correspondence and business 
forms. The work in composition should be based upon the organi¬ 
zation, business management, processes, products, and social life of 
the trade or industry. ’ ’ 

Supplemental science .—“This subject should not include the sys¬ 
tematic study of any of the sciences as a whole, nor should it conform 
to the requirements of a general science course. The science problems 
of the occupation should constitute the basic material for this work. 

“While physics and chemistry will have to be drawn upon in order 
to explain mechanical problems, systematic scientific studies in these 
fields should not be made, unless they become necessary for the under¬ 
standing of the specific principles that underlie the explanations of 
these problems. In most cases these studies should be made at the 
time that the pupil is confronted with the practical problem. 

Supplemental mathematics .—“This course will necessarily draw 
upon several of the mathematical subjects. The problems of * science 
mentioned above will in many instances have to be solved by derived 
formulas. The derivation of such a formula should not be made a 


SUPPLEMENTAL SUBJECTS 


43 


subject of study unless it is necessary in order to give a thorough 
understanding of its application. This study should be made at the 
time the formula is needed in the solution of the problem. 

“ Process work in algebra should not go beyond fractional equa¬ 
tions. Only such facts of geometry as are necessary for the solution 
of the mechanical problems of the trade or industry should be taught. 
In general, geometrical demonstrations should be omitted. Only such 
trigonometrical functions as are applicable to the problems of the 
trade or industry should be considered, and they likewise should be 
studied only in relation to their application.” 

Supplemental drawing .—“ While it may be necessary to give some 
drill in the principles underlying the subject of drawing, most of the 
work of the course should deal with problems growing directly out of 
the applied work. Attention should be given to free hand sketching 
as an instrument of creative expression. The work should be given 
in such manner as to develop in the pupils the power to clearly image 
contemplated products of the industry or trade.” 

Citizenship .—“This subject should not be construed to mean civics, 
which is the science of government and which should be provided 
for under the studies ‘The Development of Democracies’ and ‘The 
Development of the United States.’ 

“The purpose of this course is to produce citizens who are not 
only passively but who are actively obedient to the laws of the country 
and the customs of the people; citizens who are supremely loyal and 
who are prepared to exercise intelligently the right of suffrage. 

‘ ‘ Such a citizen must know the laws of his country and the customs 
of the people as they affect his life. He must know something of the 
economic, educational, religious, fraternal and other social institu¬ 
tions organized by groups of persons within the state. He must 
know how to cooperate as a member of such social organizations. He 
must be trained into an attitude of toleration toward all desirable 
institutions, and toward the beliefs and customs of their individual 
members. 

“In order that his country may secure his undivided, constant 
and active support, he must be made to understand that its laws and 
customs exist for the protection of his liberty. This requires that he 
shall be made to understand something of their underlying purposes, 
and above all he must be led to accept the principle that any needed 
change in these laws and customs must be achieved not by revolution 
but by lawful, orderly evolution. 

“The case method of instruction should be largely used. Generali¬ 
zations should be arrived at through discussions of real problems of 
relationships between individual and individual, and individual and 
institution. ’ ’ 

Hygiene .—“The purpose of this course is to give the pupil such 
information as will enable him to control the conditions that affect his 
physical development and the maintenance of his efficiency. It is not 
the purpose of the course to make an independent study either of 
anatomy or physiology. These subjects should be considered only in 
so far as they relate to those functions of life which can be controlled 


44 


ANALYSIS OF THE CABINETMAKER’S TRADE 

by the pupil himself. This instruction is properly a part of the 
physical education course, and the time given to it should be charged 
against the time allotted to physical education. The instruction should 
be adjusted to first aid requirements and to other personal problems 
in hygiene which grow out of the occupation for which the pupils are 
preparing. ’ ’ 

Other academic subjects .—“The academic subjects of the course, 
other than the supplemental subjects, should consist of English and 
literature, development of modern democracy and democracies, devel¬ 
opment of the United States, physical training activities, and music 
if so desired.” 


LIST OF REFERENCE BOOKS 

Cabinet Maker. By various writers. (Ward, Lock, Bowden and Company.) 
Furniture Designs. Fred D. Crawshaw. (Manual Arts Press.) 

Furniture for the Craftsman. Paul D. Otter. (N. P. C. Book Company.) 
Furniture for Small Houses. P. A. Wells. (Dutton.) 

Handbook of Furniture Styles. Walter A. Dyer. (The Century Company.) 

How to Know Period Styles in Furniture. W. L. Kennerly. (Periodical Pub¬ 
lishing Company, Grand Rapids, Michigan.) 

Modern American Period Furniture. B. W. Dean and W. J Patterson. (Periodical 
Publishing Company, Grand Rapids, Michigan.) 

Modern Cabinet Work. Percy A. Wells and John Hooper. (B. T. Batsford, 94, 
High Helborn, W. C. London.) 

On the Manufacture of a Teacher’s Flat-top Desk. (American Woodworking 

Machinery Company.) 

Problems in Furniture Making. Fred D. Crawshaw. (Manual Arts Press.) 



PART TWO 

ANALYSIS OF CABINETMAKER’S TRADE BY 

OPERATIONS 


46 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT A 

ASSEMBLING 

UNIT OBJECTIVE 

Ability to: use skillfully and take care of all tools necessary in assembling; assemble 
any kind of ordinary machined mill-work and any kind of fine cabinet-work in 
which no cutting is required; fasten with nails, glue or screws ordinary machined 
material and the finer types of cabinet work; heat glue to proper consistency; 
recognize material used for fastening; assemble material from plans; use trade 
terms correctly; apply all safety precautions to wood. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

No. 1 

Jobs involving the assembling of 
all the finished material in 
ordinary mill work. 

Ability to: assemble and fasten with 
glue, nails or screws, any type of ma¬ 
chined mill work material. 


Type Jobs 

Assemble: 

Special doors* 

Sash for interior work 

Drawers 

Panels 

Case of shelves 

Drawing tables 

f 

Knowledge of: tools necessary for the 
assembling of mill work; proper 
methods of fastening; gluing; best 
methods for assembling; proper con¬ 
struction; construction details; prop¬ 
er method of clamping stock. 

No. 2 

Jobs involving the assembling of 
finer work, as finished cabinet 
work. 

Type Jobs 

Assemble: 

Open framed-up furniture 
Enclosed furniture 

Special interior work 

Stair building 

% 

Ability to: assemble and fasten any 
type of cabinet work. 

Knowledge of: tools necessary for as¬ 
sembling cabinet work; proper meth¬ 
ods of fastening and gluing; proper 
methods of clamping stock; proper 
kinds of glue; efficient method for 
assembling stock; various parts and 
how they fit; proper heat consis¬ 
tency for glue. 

0 


*See complete type job instruction sheet corresponding to this job on page 29. 

















ANALYSIS OF THE TRADE BY OPERATIONS 


47- 


UNIT A 

ASSEMBLING 

UNIT OBJECTIVE— {Concluded) 

Knowledge of: various methods of construction of ordinary mill work and fine 
cabinet-work; construction details; proper kinds and methods of fastenings; 
factory method for assembling stock; best methods for clamping stock; various 
parts and how they fit; glue on different kinds of woods. 

Progression factors: Accuracy, number of operations 


Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure to 1/64 

Forms, clamps, sash, frames, cases, 

Measure for widths and lengths. 

drawers, panels, steam coils, gluing 
stock, glue brush, glue scraper, glue 
tank, waterproof glue, cold glue, hot 
glue, hand screws, glue-pot, presses, 

Trade Drawing 

Read blue prints and plans for assem- 

etc. 

bling parts. 



Care and Use of Tools 

Trade Science 


Effect of: squared-up stock on strength; 

Care that clamps are fastened in proper 

places; denting stock. 

pressure on joints. 

Value of stock for protection of frames. 

Safety Precautions 

Care of fastening proper pieces. 

Knowledge of Stock 

Recognize: sizes for pieces to be assem¬ 
bled; proper fastenings; joints used in 
construction. 

• 

Trade Drawing 

Trade Terms 

Read plans necessary for assembling 

Rubber mallet. 

of furniture. 

Care and Use of Tools 

Trade Science 

Care of: clamps being fastened in proper 

Effect of: stress and strain on construe- 

place; denting stock. 

tion of furniture; denting wood; 

Safety Precautions 

proper pressure on wood. 


Care of: hot glue; dropping clamps; too 
much pressure. 

Knowledge of Stock 

Recognize: kinds of lumber; proper 
pieces for matching. 











































































49 


ANALYSIS OF THE TRADE BY OPERATIONS 


UtflT B (1-14) 

MACHINE OPERATION 

UNIT OBJECTIVE 

Ability to: set-up for work, operate, make adjustments, do simple 
repair work, and keep in running condition all woodworking machines 
in mill work which are commonly used by the cabinetmaker; read and 
interpret orders, sketches, and drawings applying to work involving 
machine operations; sharpen cutters and knives used for various 
machines by using special attachments; make templates or forms when 
necessary; order necessary parts needed for repair or special work; 
use all trade terms properly; apply knowledge of stock to advantage; 
make all necessary computations for jobs involving the use of these 
machines; apply every possible precaution necessary for the safety 
of the worker or his fellow-men. 

Knowledge of: working properties and grades of material; symbols 
used in the trade; proper cutting angles; names and uses of special 
devices used on the various machines; proper cutting angles for cutters 
and knives on each machine; proper clearance necessary for effective 
work; proper templates or forms; best type of machine to use for 
various tops; proper speeds and capacity of various machines; how to 
order parts. 


50 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (1) 

SANDING 

Progression factors: Number of operations, fear 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


• 

Jobs involving the use of various 
types of machines used for 
sanding straight or circular 
work either square or at any 
angle. 

Type Jobs 

Sand flat surfaces with: 

Disc sander 

Belt sander 

Elbow sander 

Drum sander 

Sand irregular and circular sur¬ 
faces with: 

Spindle sander 

Belt sander 

Ability to: set-up for work, operate, and 
keep all sanding machines in running 
condition for sanding flat, circular, or 
irregular surfaces square or at an 
angle; apply cement necessary to 
fasten abrading sheets; select proper 
kinds of sandpaper; use trade terms 
applying to sanding machines; apply 
all safety precautions. 

Knowledge of: simple adjustments nec¬ 
essary for operating sanding ma¬ 
chines; how to use devices for sanding 
to uniform width and length and for 
sanding circular work on edge; grades 
and kinds of sandpaper, and how they 
are fastened to sanding machines. 











ANALYSIS OF THE TRADE BY OPERATIONS 


51 


UNIT B (1) 

SANDING 


Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure and compute for lengths of 
sandpaper. 

Measure and compute for cylindrical 
work necessary for sandpaper. 

Trade Science 

Effect of: pressure on wood; friction; 
speed on wood; pulleys on speed; 
lubrication of machines; various 
grades of sandpaper on wood; relative 
hardness of sandpaper. 

Base, spindle, disks, dust hood, disk 
guards, circular sanding, attachment, 
tables, fence, countershaft, vertical, 
spindle, garnet paper, emery cloth 
abrasion, etc. 

Care and Use of Machine 

Proper lubrication. Proper adjustments. 
Feed properly. 

Safety Precautions 


Care in working near machine. Care of 
dust. Care of wood flying off. 


Knowledge of Stock 


Recognition of hard and soft wood. Rec¬ 
ognition of proper grade of sandpaper. 
Working properties of wood as regards 
sanding. 








52 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (2) 

PLANER WORK 

Progression factors: Number of operations, fear. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the use of the 
planer for surfacing rough 
lumber or surfaced lumber to 
desired thickness and for ta- 
ering stock. 

Type Jobs 

Plane stock with single surfacer 
Plane stock with double surfacer 
Taper stock with single surfacer 

Ability to: set-up for work, operate and 
keep planer in running condition nec¬ 
essary for planing rough lumber, 
glued-up surfaced lumber, and stock 
that is to be tapered; make adjust¬ 
ments necessary for various desired 
dimensions; make adjustments for 
feed speeds; select proper dimen¬ 
sioned stock that can be fed into the 
planer; use motor-driven attachment 
for grinding knives in the planer; use 
all trade terms common to the planer; 
apply knowledge of stock to work; 
read drawings for thickness or size of 
stock required; make necessary com¬ 
putations for adjusting planer; apply 
all safety precautions. 

Knowledge of: proper adjustments on 
planer for various desired dimensions 
and speeds; when to use slow and fast 
speed; how the planer affects defects 
in woods; proper selection of material 
for planing; advantage of circular- 
head cutter over square-head cutter; 
kinds of devices used for grinding, 
jointing and setting knives. 
















ANALYSIS OF THE TRADE BY OPERATIONS 


53 


UNIT B (2) 

PLANER WORK 


Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure of 1/64 of an inch. Calculate 
for quantities and thicknesses. 

Trade Drawing 

Read drawings for thickness required. 

Cylindrical cutter head, square cutter 
head, round cutter head, single cylin¬ 
der, pulleys, bearings, back pressure 
bar, chip-breaking pressure bar, bed, 
countershaft, feed gears, wire mesh 
guards, variable feed, set-up, etc. 

Trade Science 

Care and Use of Machines 

Effects of: warp and irregular surfaces 
on wood and machine; speed on wood; 
friction rolls on bed; work sticking; 
lubricant on machine; speed on tone; 
sharp and dull knives on wood; defects. 

Value of: smooth and corrugated rolls; 
weighing and balancing of knives. 

Proper oiling and gearing. Care of feed¬ 
ing stock properly. Proper adjust¬ 
ments. 

Safety Precautions 

Proper guards on belts. Minimum 

length and thickness that machine 
will take. Keep hands away from feed 
roller. Avoid adjustments while planer 
is in motion. Danger of getting fingers 
in square cutter heads. 


Knowledge of Stock 


Working properties of stock. Recognition 
of hard and soft woods. Recognition of 
dull tools and stock in process. Recog¬ 
nize square-head cutter and circular- 
head cutter. 










54 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (3) 

TABLE SAWING 

Progression factors: Fear, accuracy, complexity. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the use of circu¬ 
lar, rip, or dado saws for cut¬ 
ting against, with, or into 
grain of straight, angular or 
irregular stock. 

Type Jobs 

Rip stock with rip saw 

Cut off stock with fine table or 
trim saw 

Cut grooves with dado saw 

Cut tenons 

Cut stock with jigs 

Ability to: set-up for work, operate, and 
keep in running condition any type of 
table saw using either circular, rip, or 
dado saws for angular, straight, or ir¬ 
regular work; set segment gauged ac¬ 
curately for required angles; change 
and set saws with proper clearance; 
make any jigs or fixtures necessary 
for work on table saw; cut stock with 
least waste; tilt table for required 
angle; recognize dull and sharp saws; 
make all necessary adjustments for 
saw and table; use trade terms prop¬ 
erly and apply working properties of 
stock; interpret blue prints and plans 
for work done with table saw; make all 
necessary compilations required; ap¬ 
ply all safety precautions. 

Knowledge of: adjustments for changing 
and setting saws for proper clearance; 
proper jigs and fixtures; how to get the 
most out of lumber; proper adjust¬ 
ments of table and fences at any angle 
required; proper saws necessary to do 
a given job; sharp and dull saws; 
proper methods of holding stock when 
working with the table saw. 











ANALYSIS OF THE TRADE BY OPERATIONS 


55 


UNIT B (3) 

TABLE SAWING 


Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure to l/64th of an inch. 

Calculate for: least amount of waste; 
tenons; angles. 

Calculate allowance for work in finish. 

Set segment gauge accurately for any 
angle. 

Trade Drawing 

Universal saw bench, tilting, table, arbor, 
idler, fence, countershaft, mitre cut-off 
gauge, universal gauge, sliding table, 
table graduations, circular segment 
gauge, variety saw bench, rip saw, dado 
saw, saw guard, mitre gauge, segments, 
etc. 

Care and Use of Machine 

Read blue prints and plans for proper 
lengths and widths of stock; for 
grooves; for tenons. 

Take off quantities from blue prints. 

Proper lubrication. Proper adjustments. 
Feeding stock properly. Care in ad¬ 
justments of saw guards and other 
safety devices. 

Trade Science 

Safety Precautions 

Effect of: friction on saw; pressure; 
lubrication; clamping down work; saw 
running; allowance for saw; speed on 
circular saw; ripping and cross-cut 
sawing on wood; weather and temper¬ 
ature on saw; correct and incorrect 
bevel of teeth; angular instead of 
round gullets; dull saws; feeding too 
fast; starting or stopping too rapidly; 
diameter on sawing. 

Value of: thin saws; good mandrel. 

Danger of stock flying back. Danger of 
saw coming off. Use of pusher as a 
safety device. Caution when sawing 
checks and winds. Danger of saw 
pinching. 

Knowledge of Stock 

Recognize cross-cut, rip, grooving, and 
dado saws. Recognize sharp and dull 
saws. Recognize defects in wood. 








56 


ANALYSIS OF THE CABINETMAKER *S TRADE 


UNIT B (4) 


JOINTING 

Progression factors: Complexity, accuracy, fear. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

< 

Jobs involving the use of the 
jointer (sometimes called 
hand-planer or buzz-planer) 
for planing edge and surface of 
lumber, straight and out-of- 
wind; tapering and jointing 
stock to any angle and rab¬ 
beting stock. 

Type Jobs 

Joint stock* 

Face off stock on jointer 

Taper stock by means of jointer 
Joint stock any angle 

Rabbet stock on jointer 

Ability to: set-up for work, operate, and 
keep jointer in working condition for 
straightening lumber and taking the 
wind out of surface stock and jointing 
edge; set jointer to obtain angle and 
taper desired, rabbet stock if neces¬ 
sary; grind and joint cutters; use trade 
terms properly and apply working 
properties of stock to advantage; in¬ 
terpret blue prints and plans for this 
type of work; make all necessary com¬ 
putations for straight angle and taper 
work on jointer; apply all safety pre¬ 
cautions. 

Knowledge of: adjustments necessary 
for taper and angle work; proper jigs 
or fixtures necessary for special work, 
as tapering, beveling, etc.; proper size 
of wood to use in jointer; how to at¬ 
tach device for rabbeting stock; vari¬ 
ous kinds of cutter-heads and which to 
use. 


* See sample job sheet corresponding to this job on page 32. 










ANALYSIS OF THE TRADE BY OPERATIONS 


57 


UNIT B (4) 

JOINTING 


Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Compute for depth of cut on work. 

Trade Drawing 

Read blue prints for angles and proper 
sizes. 

Trade Science 

Safety heads, fence, hold-down spring, 
thickness scale, raising wheel, table 
inclines, frame, table adjustments, 
tilting fence, degree scale, clamping 
levers, jointer guard, vertical scale, 
solid lips, table throats, bed, hand- 
planer, buzz-planer, out-of-wind, cyl¬ 
inder journals, etc. 

Effect of: speed of machine on wood; 
pulleys on speed; lubrication on ma¬ 
chine; wind in wood. 

Value of safety-head as compared to 
square-head. 

Value of tungsten-chromium knives. 

Effect of: two and four knives in cutter 
heads on stock; diameter of cutter- 
heads on stock. 

Care and Use of Machines 

Proper lubrication. Proper adjustments. 
Feed stock properly. Care of square- 
head and safety-head. 

Safety Precautions 

Danger of fingers being cut off. Proper 
guards for cutter heads. Use of safety 
pushers. Danger of square head. 


Knowledge of Stock 

r* 

Recognition of stock. Working properties 
of wood. Recognition of dull knives. 
Recognition of safety-head and square- 
head. 








58 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (5) 

SCROLL SAWING 

Progression factors: Fear, accuracy, complexity. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the use of the 
scroll saw run by foot-power 
or power-driven, for cutting 
irregular shaped stock, inside 
or outside circles, and fancy 
designs in thin wood. 

Type Jobs 

Saw: 

Irregular work 

Outside curves or circles 

Inside curves or circles 

Special fancy designs 

Ability to: set-up for work operate, and 
keep a scroll saw in running condition 
for furniture or sash and door work; 
make necessary adjustments for 
straight or irregular sawing; interpret 
drawings for proper patterns and 
forms; make all computations neces¬ 
sary for fancy design work; use trade 
terms properly and all safety precau¬ 
tions. 

Knowledge of: adjustments for proper 
angles; proper tension of saw; proper 
kinds of saws; when to use scroll saw; 
proper methods of feeding stock into 
saw; capacity of scroll saw. 










ANALYSIS OF THE TRADE BY OPERATIONS 


59 


UNIT B (5) 

SCROLL SAWING 




Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure to l/64th of an inch. 

Calculate for any angle needed. 
Calculate for diameters and circumfer¬ 
ences. 

Measure for curves, circular and irregu¬ 
lar work. 

Table, strain, tension, guide, pulley, jig 
saw, scroll saw, column, straining head, 
tilting, coil springs, etc. 

Care and Use of Machines 

Trade Drawing 

Proper oil and grease. Care in sawing 
proper stock. Care in feeding stock 
into saw properly. 

Read and plan layouts for curves and 
angles. 

Draw any type of simple angular work 
required in fancy designs. 

Safety Precautions 

Danger of saw breaking or coming off. 
Danger of overheating saw. 

Trade Science 

Knowledge of Stock 

Effect of: speed on work; thick wood on 
saw; tension of saw on work; heat on 
saw; dust on saw; jar on saw and 
work; saw being out of alignment; 
tight and loose pulleys; variation in 
tension. 

Recognition of hard and soft woods. 
Recognition of proper size stock to use. 










60 


ANALYSIS OF THE CABINETMAKER *S TRADE 


UNIT B (6) 

BORING 


Progression factors: Accuracy, fear, number of operations. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the boring of 
holes in thin or thick, wide or 
narrow wood with or without 
jigs by use of proper wood 
bits in power-driven ma¬ 
chines. 

Type Jobs 

Bore hole with: 

Horizontal boring machine 
Vertical boring machine 
Vertical borer 

Horizontal borer 

Multiple-bit borer 

Ability to: set-up for work, operate, and 
keep boring machines in running con¬ 
dition for both light and heavy boring; 
select proper kinds of bits; make 
necessary adjustments for thick or 
thin stock and for straight and curved 
work; read and interpret plans and 
blue prints pertaining to this type of 
work; make all necessary computa¬ 
tions; use properly all trade terms; 
select proper stock; apply all safety 
precautions. 

Knowledge of: adjustments necessary 
for changing bits and placing stock; 
proper speeds for various bits; proper 
method of feeding bit into different 
kinds of wood; how to change speeds 
for bits. 











ANALYSIS OP THE TRADE BY OPERATIONS 


t 


61 


UNIT B (6) 

BORING 




Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Compute for location and depth for 
boring. 

Measure accurately for center for bit. 

Vertical borer, horizontal borer, two- 
spindle borer, foot treadle, bit, vertical 
spindle, horizontal spindle, counter¬ 
shaft, table, idler pulleys, fence, belt 

Trade Drawing 

shifter, motor drive, bore, etc. 

Read plan for proper location and sizes 
of holes for boring. 

Care and Use of Machine 

Proper lubrication, adjustments, and 

Trade Science 

speed. Avoid forcing bit. 

Effect of: friction on bit; pressure on 
bit; speed on rotary or reciprocating 
tools; vibration on work; distance of 
wood from chisel; hard and soft wood 
on bit. 

Safety Precautions 

Danger of bit coring out, or breaking. 
Proper guards. 

Knowledge of Stock 

Recognition of hard and soft wood 
Working properties of wood. Recog¬ 
nition of sharp tools. 








62 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (7) 

BAND SAWING 

Progression factors: Fear complexity, accuracy. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the use of band 
saws for cutting curves or ir¬ 
regular surfaces, for ripping 
stock and for the re-sawing of 
small pieces of stock. 

Type Jobs 

Saw curves and irregular sur¬ 
faces 

Saw bevels 

Re-saw small pieces of stock 

Ability to: set-up for work, operate, and 
keep a safety guarded band saw in 
running condition for any kind of 
work requiring cutting of curves, 
circles, or irregular stock and if nec¬ 
essary re-saw small pieces of wood; 
use template or form when necessary; 
make all adjustments necessary; make 
all computations; read and interpret 
drawings and blue prints; use properly 
all trade terms; select proper stock; 
apply all safety precautions. 

Knowledge of: how to construct any 
template or form necessary; capacity 
of various sizes of saws; various ad¬ 
justments necessary on band saw and 
table; proper method of holding stock, 
when saws are dull and when they are 
sharp; proper tension needed; uses of 
the various sizes of band saws. 











ANALYSIS OF THE TRADE BY OPERATIONS 


63 


UNIT B (7) 

BAND SAWING 


Required Information 


Auxiliary Information 


Trade Mathematics 


Trade Terms 


Estimate proper allowance for sawing. 
Estimate for curves. 

Estimate quantities of stock necessary. 
Compute degrees. 

Trade Drawing 

Lay out curved and irregular surfaces 
from blue prints. 

Read details. 

Lay out degrees on tilted table. 


Trade Science 

Effect of: band saw pinching; pressure 
on band saw; tension; pulleys being out 
of balance; slackening saw after use; 
friction; excessive vibration; angular 
instead of rounded gullets; dull saws; 
feeding too quickly; dust collecting on 
face of saw wheel; starting or stopping 
too suddenly; saw when not in true 
alignment; speed on alignment of 
saw. 

Value of soapstone for working on wood 
and iron. 


Base, table, rockers, auxiliary table, lower 
wheel, upper wheel, saw tension, guide 
post, encasing doors, saw guards, rip¬ 
ping fences, 38-inch, 36-inch, 32-inch, 
30-inch, 26-inch, 20-inch, tension wheel, 
tilting table, etc. 

Care and Use of Machine 

Care that band saw runs in a true plane. 
True alignments of shafts. Proper oil 
and grease. 

Safety Precautions 

Danger of saw running off. Guards for 
saw belts and pulleys. Danger of 
crowding saw. 

Knowledge of Stock 

Knowledge of working properties of stock. 
Recognition of dull saws. Knowledge 
of minimum size of stock to handle. 








64 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (8) 

MORTISING 

Progression factors: Accuracy, fear, number of operations. 


Check¬ 

ing 

Level 


Type Job Specifications 


Objective 


Jobs involving the cutting of any 
size, length, or practical depth 
of mortises with a vertical, 
hollow-chisel, foot-lever feed 
mortiser in both hard and soft 
wood. 

Type Jobs 

Cut mortise with hollow chisel 
mortiser in: 

Furniture work 
Sash and door work 
Chair work 


Ability to: set-up for work, operate, and 
keep mortising machine in running 
condition for furniture work, sash and 
door work, chair work, etc.; do all 
kinds of mortising operations with a 
vertical, hollow chisel, foot-lever feed 
mortiser; make proper adjustments 
necessary on machine, as regulating 
depth of stroke, changing hollow 
chisels, clamping and locking material, 
etc.; use trade terms properly and 
apply knowledge of stock to work; 
interpret blue prints and plans for this 
type of work; make all necessary com¬ 
putations required for work on mor¬ 
tises; apply all safety precautions. 


Knowledge of: adjustments necessary 
for stock and bits; proper methods of 
placing stock in mortiser; sizes of hol¬ 
low chisels; types of mortises best 
fitted for the job; effect of chisel on 
various kinds of woods. 










ANALYSIS OF TIIE TRADE BY OPERATIONS 


65 


UNIT B (8) 

MORTISING 




Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Compute for location and depth for 
mortises. 

Mortise, square, hollow chisel, tenon, bit 
gauge, auger, blind or stop mortise, 

Trade Drawing 

spindle, countershaft, plunger, foot 
lever, stroke table, clamping, clamp, 
rack, pinion feed, etc. 

Read plans and blue prints for proper 
location of mortise. 

Care and Use of Machine 

Trade Science 

Proper lubrication and adjustments for 
depth. 

Effect of: mortise when out of propor¬ 
tion to stock; distance of work from 
chisel; variable stroke; pressure on 
hollow chisel; distance of wood from 
chisel; speed of bit on work. 

Value of chisels being expanded at the 
bottom. 

Safety Precautions 

Danger of bit coring out or breaking. 
Danger of getting hand in plunger. 

Knowledge of Stock 

Recognition of: hard and soft wood; work¬ 
ing properties of wood; sharp bits and 
chisels; sizes of bits and chisels. 









66 


ANALYSIS OF THE CABINETMAKER’s TRADE 


UNIT B (9) 

TENONING 

Progression factors: Fear, accuracy, number of operations. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the cutting of 
straight or angle tenons on 
soft or hard wood with end 
tenoning machine. 

Type Jobs 

Cut square-shouldered tenons 

Cut copes 

Ability to: set-up for work, operate, and 
keep machine in running condition in 
soft or hard wood for straight or angle 
tenons; properly adjust various parts 
of machine for various sizes of tenons; 
use trade terms and apply knowledge 
of stock; interpret drawings and blue 
prints for this type of work; make all 
necessary computations required for 
work on tenons; apply all safety pre¬ 
cautions. 



Knowledge of: necessary adjustments 
for straight or angle tenons and for 
various sizes; necessary adjustments 
of saw attachments; tenon heads, cut¬ 
ter heads, etc. 










ANALYSIS OF THE TRADE BY OPERATIONS 


67 


UNIT B (9) 

TENONING 




Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure to l/64th of an inch. 

Divide wood into fractional parts for 
shoulders and tenons. 

Carriage, frame, table, mandrel pulleys, 
cut-off-saw attachment, tenon heads, 
mandrels, countershafts, cope counter¬ 
shaft, angle tenons, journals, etc. 

Trade Drawing 

Care and Use of Machines 

Read drawing or blue prints for proper 
tenons. 

Proper lubrication. Care of saw and cut¬ 
ter head. Care of clean-cut tenons. 

Trade Science 


Effect of: heavy wood on machine; 
clamping wood against fence; steady 
table on work; defective clamping de¬ 
vices; defects in wbods. 

Safety Precautions 

Proper devices for safety of worker. 

Knowledge of Stock 

Recognition of: kinds and working prop¬ 
erties of stock; defects of woods; clean- 
cut tenons and snug-fitting shoulders. 








68 


ANALYSIS OF THE CABINETMAKER’S TRADE 
UNIT B (10) 

LATHE WORK 

UNIT OBJECTIVE 

Ability to: center, clamp or fasten properly and turn any type of work, cylindrical or taper¬ 
ing, with the use of arbor, chuck, or face plate in the lathe; make all necessary set-ups, 
operate, and keep the lathe in running condition; make all simple adjustments on lathe; 
lace belts; make necessary templates or forms; use lathe for boring into stock; recognize 
and select proper kinds of woods for turning purposes; make simple designs; do simple 
sketching and drawing; use all trade terms; make all calculations; interpret plans and 
blue prints; select, sharpen, and use properly tools needed for any kind of work in lathe; 
apply all safety precautions. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

No. 1 

Jobs involving the centering, 
clamping, and turning of wood 
in lathe for any type of work 
dealing with cylindrical or ta¬ 
pering forms between centers 
with use of calipers but with¬ 
out the aid of template or form. 

Type Jobs 

Turn cylinder 

Cut beads 

Cut compound curves 

Taper stock 

Cut cones 

Ability to: make careful measurements and 
simple calculations; center, clamp, and turn 
properly any type of work requiring the com¬ 
bination of the simple elements as beads, 
squares, hollows, curves, etc., without the aid 
of template or form; set up between centers, 
operate, and keep lathe in running condition 
necessary for this type of work; select, 
sharpen, and use proper tools for these jobs; 
make and work from simple designs; com¬ 
bine woods for ornamental work if necessary; 
lace belts; apply all safety precautions; use 
trade terms common to this work; pick 
proper stock for turning; appreciate artistic 
designs. 

Knowledge of: cutting tools to be used on work 
held between centers; all simple adjustments 
and care of lathe necessary for this type of 
work; proper method of holding tools while 
working; best combinations for ornamental 
work; proper speeds for work; best kinds of 
belts for lathe; proper use of outside calipers; 
proper method of lacing belts; proper center¬ 
ing and clamping of wood. 

No. 2. 

Jobs involving more difficult 
work between centers on the 
lathe, as turning with spur 
chuck, or in special cases turn¬ 
ing with wooden arbor. 

Type Jobs 

Turn stock with: 

Spur chuck 

Wooden arbor 

Ability to: center, clamp, and turn properly any 
difficult work requiring the use of spur chuck 
or wooden arbor; make all adjustments or 
necessary holding devices for this type of 
work; use the proper kinds of tools skillfully; 
apply all safety precautions for this type of 
work. 

Knowledge of: proper tools and proper methods 
of holding tools for this type of work; proper 
methods of adjusting tee rest. 


(Continued on page 70.) 
















ANALYSTS OF THE TRADE BY OPERATIONS 


69 


UNIT B (10) 

LATHE WORK 

UNIT OBJECTIVE— {Concluded) 

Knowledge of: proper cutting tools and proper methods for using them for the various types 
of work, sizes, and styles of chucks and face plates; proper speeds for the various types 
of work; proper methods of fastening stock; kinds and combinations of woods used for 
various types of work; proportions for modern design; proper size of bits; proper kinds 
of templates and forms needed for various types of work; simple adjustments and repair 
on lathe. 

Progression factors: Accuracy, fear, number of operations 


Required Information 


Auxiliary Information 


Trade Mathematics 

Measure to l/64th of an inch. 
Calculate cylindrical piece for proper 
spacing. 

Set outside calipers for proper diam¬ 
eter. 


Trade Drawing 

Read and work from plans and blue 
prints necessary for obtaining di¬ 
mensions of plain cylindrical work. 

Make any simple layouts necessary 
from blue prints or plans. 

Make simple plans from catalogs. 

Make proper combinations of designs 
for ornamental work. 

Trade Science 

Effect of: oil on loose pulleys; diam¬ 
eter of pulleys on speed; neglect of 
oiling lathe; speed of lathe on work; 
slack belts on power; improper lac¬ 
ing of belts; diameter of stock on 
speed; speed on glued stock; im¬ 
proper cutting angles on stock; im¬ 
proper centering. 


Trade Terms 

Lathe, headstock, live spindle, cone pulley, tail- 
stock, dead spindle, dead center, live center, 
point center, cup center, countershaft, counter 
cone, hanger, shifting rod, loose pulley, belt, 
raw-hide belt lacing, wire lacing, gauge, skew, 
calipers, cutting-off, straight edge, spear point, 
round nose, roughing and smoothing tool, tee 
rest, clamp screw, beading, fillet, cut-off tail- 
stock, plain bed, tool carriage, swivel tool rest, 
carriage, horse power, etc. 

Care and Use of Tools 

Care in holding tools properly. Care when shifting 
belt or gears. 

Care in sharp-edged tools. Care that tools are in 
proper place. 

Care in burning tools. 

Safety Precautions 

Danger from revolving work. Danger of glued 
pieces flying apart. 

Danger from too much speed. Danger of getting 
too near belt. 

Knowledge of Stock 

Recognition of kinds and quality of stock best for 
turning. 

Recognition of artistic designs. 


Trade Mathematics 

Set inside calipers to desired dimen¬ 
sion. 


Trade Terms 

Spur chuck, wooden arbor, inside calipers, spur 
center, etc. 


Trade Drawing 

Work from drawings requiring more 
complicated details. 


Care and Use of Tools 

Special care in handling tools to avoid miking 
deep cuts in surface. 


Trade Science 

Effect of: speed on work held in spur 
chuck; speed on work placed on 
wooden arbor; work not properly 
held to chuck or arbor. 


Safety Precautions 

Danger of work flying out of spur chuck. Danger 
of work on arbor cracking. 

Knowledge of Stock 

Rcognition of working properties for this type of 
work. 


(Continued on page 71.) 











70 


ANALYSIS OF THE CABINETMAKER *S TRADE 


UNIT B (10)—LATHE WORK— {Continued) 


Check¬ 

ing 

Level 


Type Job Specifications 


Objective 


No. 3 


Jobs involving more difficult 
work, including the use of 
chucks made of wood, fixed to 
the live spindle or to face plate 
for holding material to be 
turned, and including the use of 
face plates for solid work or 
glued-up segments with the 
aid of templates or forms; 
also jobs in which the lathe 
may be used to bore holes. 


Type Jobs 


Turn stock with: 
Screw chuck 
Face plate 
Cup chuck 
Bore holes with bit 


Ability to: make necessary calculations for 
chuck, face plate work and boring; center 
properly, clamp or fasten, and turn any type 
of work dealing with the various types of 
chucks or face plates; use lathe for boring in 
stock; select proper kind of stock for this 
type of work; select, sharpen, and use prop¬ 
erly tools needed tor this type of work; apply 
all safety precautions for this type of work. 

Knowledge of: proper cutting tools to be used 
and how to use them; typ.es of face plates and 
when used; types of speeds to use for various 
face plates; proper method and size of screws 
for fastening work on face plate; best kinds 
of woods to screw to face plate for a chuck; 
how to cut off and finsh ends of wood; 
proper methods of clamping rests; proper 
sizes of bits; proper pressure to apply on bit; 
kinds of wood that will turn best in chuck or 
face plate. 










ANALYSIS OF THE TRADE BY OPERATIONS 


71 


UNIT B (10)—LATHE WORK— (Concluded) 


Required Information 

Auxiliary Information 



Trade Drawing 

Read and draw simple cross sectional 
views. 

Trade Terms 

Square scraper, spear point, round nose, right skew, 
left skew, dig, screwed-up, run, screw chuck, face 
plate, cup chuck, bit, final smoothing, wood 

Trade Science 

Effect of: piece running out of true; 
spur following grain of wood; too 
much pressure on bit; dull tools on 
work; proper shape on cutting 
tools; soft and hard woods on cut¬ 
ting tools; speeds on final finish; 
taking off heavy shavings; using 
scraping tools on work; speed of 
lathe on size of work; curly or 
knotty wood on final finish. 

Value of cutting tools being ground 
on only one side. 

turners glue, wooden facing, spur, nibs, conical 
center, etc. 

Care and Use of Tools 

Special care of tools that are used against the grain 
of the wood. 

Safety Precautions 

Danger of: wood flying off; cutting into screws; 
wood splitting. 

Knowledge of Stock 

Recognize curly or knotty wood. Recognize work¬ 
ing properties of wood for this type of work. 









72 


ANALYSIS OF THE CABINETMAKER’S TRADE 
UNIT B (11) 

POLISHING IN LATHE 

UNIT OBJECTIVE 

Ability to: polish any kind of turned work in lathe on spindle, face plate, chuck or mandrel 
while work is in motion; apply properly oil, water, spirit and acid stain to any finish de¬ 
sired; apply any type of wax and obtain a lustrous polish which is beautiful and durable; 
apply sheliac or varnish after properly using sandpaper, steel wool, pumice stone and 
water, and rottenstone and oil; do French polishing on either dark or light woods with 
orange or white shellac by means of a properly made pad; recognize proper finish and 
woods best fitted for polishing; care for and use finishing materials properly; use all trade 
terms properly; apply all safety precautions essential to the worker and to the wood. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

No. 1 

Jobs involving the application of 
oil, water, spirit or acid stains 
on spindle, face plate, chuck, 
or mandrel work while wood is 
in motion. 

Type Jobs 

Apply: 

Oil stain 

Water stain 

Spirit stain 

Acid stain 

Ability to: improve on the natural beauty 
of wood; stain properly any kind of wood 
while the wood is in motion in order to em¬ 
phasize its own grain, to imitate some other 
wood, or to give it the desired color; apply all 
safety precautions. 

Knowledge of: how to bring out the natural 
beauty of woods; best kinds of wood to use 
for the desired color; the effect of oil, water, 
spirit, and acid stains upon the grain; how 
deep different stains penetrate into the vari¬ 
ous kinds of woods; how to treat end grains 
of woods; how to treat end grains for a uni¬ 
form color; how to raise the grain; how to 
clean and preserve brushes used in stains. 

No. 2 

Jobs involving the proper appli¬ 
cation of wax on spindle, face 
plate, chuck or mandrel work 
while wood is in motion. 

Ability to: apply properly paste, powdered or 
liquid wax on any kind of wood while wood is 
in motion in lathe, and obtain a hard, dry, 
artistic polish. 


Type Jobs 

Apply: 

Wax paste 

Powdered wax 

Liquid wax 

Knowledge of: how to apply various kinds of 
wax; time necessary for hardening after 
wax is applied; how to clean surfaces before 
waxing. 

No. 3 

Jobs involving the application of 
shellac or varnish with use of 
sandpaper, steel wool, pumice 
stone and water, and rotten- 
stone and oil for work on 
spindle, face plate, chuck, or 
mandrel while wood is in mo¬ 
tion. 

Type Jobs 

Apply: 

Shellac 

Varnish 

Ability to: apply properly white or yellow shel¬ 
lac, or varnish to any kind of wood while 
wood is in motion; obtain either a dull or 
high polish on wood. 

Knowledge of: number of coats to apply for 
proper finish; when to use sandpaper, steel 
wool, pumice stone and rottenstone for rub¬ 
bing down shellac; proper grades of steel 
wool and sandpaper to use; how to clean and 
preserve brushes. 


(Continued on page 74.) 
















ANALYSIS OF THE TRADE BY OPERATIONS 


73 


UNIT B (11) 

POLISHING IN LATHE 

UNIT OBJECTIVE— {Concluded) 

Knowledge of: how and when to get the best finish on wood; how the various stains affect 
different kinds of wood; how grains are to be treated for a uniform finish; how to clean 
and preserve brushes used; penetrating qualities of various stains; proper application of 
wax after surface is cleaned; proper methods of applying necessary coats of shellac or 
varnish on work and when to use sandpaper, steel wool, pumice stone, and rottenstone 
for rubbing down; grades of steel wool and sandpaper; method of applying French polish 
properly on light and dark wood by using pad and rubber. 

Progression factors: Pear, skill. 


Trade Science 

Auxiliary Information 

Effect of: stain on aged wood; vari¬ 
ous stains upon grain of woods; 
stain upon end grain; acid stains 
upon woods; many coats of stain on 
wood. 

Value of the penetrating qualities of 
various stains. 

Trade Terms 

Turpentine, benzine, raw linseed oil, boiled linseed 
oil, oil stain, water stain, spirit stain, acid stain, 
etc. 

Care and Use of Material 

Care of stain over-lapping on wood. 

Safety Precaution 

Danger from oil rags. 

Knowledge of Stock 

Recognition of stock as to its value for various 
kinds of stains. Recognize kinds of stain on the 
market and ordinarily used for this type of work. 

Value of: applying wax lightly and 
evenly; a clean surface before ap¬ 
plying wax; wax as a preservative. 

Effect of: too much or not enough 
time allowed for coat of wax to 
harden; water, dust, scratches, etc., 
upon wax. 

Trade Terms 

Wax paste, powdered wax, liquid wax, cheese cloth, 
cleaner, first coat, second coat, etc. 

Care and Use of Material 

Care that surface of wood is clean. 

Safety Precautions 

Danger of wax getting too hard. 

Knowledge of Stock 

Recognition of the kinds of wood which are best 
finished with wax. 

Recognition of wax accepted as standard by the 
trade. 

Effect of: applying too much pressure 
on wood; heat on shellac or varnish; 
water and pumice stone, oil and 
rottenstone, sandpaper, and steel 
wool on finish. 

Value of using sandpaper first, steel 
wool next, pumice stone and rotten¬ 
stone last. 

Effect of end grain upon finish. 

Trade Terms 

Rub down, coats, steel wool, sandpaper, pumice 
stone, rotten stone, curled hair, shellac, varnish, 
dusting brush, varnishing brush, etc. 

Care and Use of Material 

Care that shellac or varnish is applied evenly. 

Care of brush. 

Safety Precautions 

Danger of dust spoiling varnish. Danger of fumes 
affecting the eyes. 

Knowledge of Stock 

Recognition of good and bad finish. Recognize 
dull and high polish. Recognize proper brushes. 


(Continued on page 75.) 













74 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (11)—POLISHING IN LATHE— (Continued) 


Check¬ 

ing 

Level 


Type Job Specifications 


Objective 


No. 4 


Jobs involving French polishing 
with orange or white shellac 
on spindle, face plate, chuck 
or mandrel work while wood is 
in motion. 


Ability to: do French polishing on any kind of 
turned work in the lathe while work is in mo¬ 
tion; make the proper kind of pad for this 
work; apply necessary amount of oil on work; 
tint wood. 


Type Jobs 

Apply French polish with: 
Orange shellac 
White shellac 


Knowledge of: how to fill pores of wood evenly; 
woods best for orange and white shellac; 
proper warmth of wood and shellac; how to 
apply a thin film of shellac; how to make a 
pad; when to use old and clean rubber; how 
long to allow for drying. 


T 


I 










ANALYSIS OF THE TRADE BY OPERATIONS 


75 


UNIT B (11)—POLISHING IN LATHE— {Concluded) 


Trade Science 

Auxiliary Information 

Effect of: dark and light woods for 
finish of this type; open pores in 
wood; open-grained wood for finish 
of this type; dampness on shellac; 
warmth on shellac and wood; a pad 
for applying shellac; too much oil or 
too much shellac on work; shellac 
sticking on rubber; oil on rubber 
when shellac sticks; shellac harden¬ 
ing cloth. 

Value of: thin film of shellac for work 
of this kind; making a proper pad; 
using shellac on rubber. 

Trade Terms 

French polish, pores, dark wood, light wood, open¬ 
grained wood, cloudy film, pad, waste, cheese 
cloth, rubber, oil, oozes, bodying-in, spiriting- 
off, tinting, etc. 

Care and Use of Material 

Proper care of rubber in bodying-in, and of rubber 
used in spiriting-off. 

Safety Precautions 

Danger of dust. Danger of shellac being put on 
too thick. 

Knowledge of Stock 

Recognition of proper material for applying French 
polish. 








76 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT B (12) 

SHARPENING 


Progression factors: Number of operations, accuracy, fear. 


Check¬ 

ing 

Level 

Type Job Specifications 

• 

Objective 


Jobs involving the use of grind¬ 
stone, emery grinder, or oil¬ 
stone grinder for sharpening 
tools used by the cabinet¬ 
maker. 

Type Jobs 

Sharpen tools on grindstone 
Sharpen tools on emery grinder 
Sharpen tools on oilstone grinder 

Ability to: set-up attachments for tools 
which are to be sharpened, operate, 
and keep in running condition ma¬ 
chines used by the cabinetmaker for 
grinding tools; use truing devices on 
grindstone; true, shape, sharpen, and 
remove glaze from emery wheel by 
means of emery wheel dresser; sharpen 
tools, cutters, and knives used by the 
cabinetmaker; adjust properly tool 
holder for grinding; use oilstone 
grinders properly; use trade terms 
properly and apply knowledge of 
working properties of various types of 
stones; make necessary calculations 
for desired angles on tools; apply all 
safety precautions. 

Knowledge of: all adjustments neces¬ 
sary on all grinding machines; when 
to use each of the different types of 
grinding machine; proper methods of 
holding and clamping tools to be 
sharpened; proper angles or bevels re¬ 
quired for different kinds of tools used 
by the cabinetmaker; kinds and 
grades of stones used for grinding; 
methods of dressing stones; proper 
speeds necessary for sharpening; 
proper devices and angles for cutters 
and knives of various machines. 










ANALYSIS OF THE TRADE BY OPERATIONS 


77 


UNIT B (12) 

SHARPENING 


Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Calculate for proper cutting angles of 
cutters and knives. 

Proper weights for knives. 

Trade Drawing 

If necessary, be able to read blue prints 
for obtaining proper angles on various 
knives and cutters. 

Grindstone, belt drive, motor drive 
mandrel, tool rest, pulley, truing de¬ 
vice, alundum or corundum grinder, 
countershaft, motor head grinders, oil¬ 
stone grinder, emery cone, emery wheel, 
knife grinding attachment, emery wheel 
dresser, etc. 

Care and Use of Machines 

Trade Science 

Proper speed. Care of crowding tools. 
Care of proper lubrication for cutting. 

Effect of: various grades and kinds of 
stones on tools; water, kerosene, or oil 
on wheels; size of wheel; burning tool 
on temper; oil on tool. 

Value of abrasive materials. 

Safety Precautions 

Danger of dust. Proper guards. Use of 
goggles. Care of burning tools. 

Knowledge of Stock 


Recognition and working properties of 
various types of stones. Recognition 
of proper angles. Recognition of 
speeds for sharpening. 










78 


ANALYSIS OF THE CABINETMAKER *S TRADE 


UNIT B (13) 

SHAPER WORK 

Progression factors: Accuracy, number of operations, complexity, fear. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving the use of the 
shaper for rabbeting, groov¬ 
ing, fluting, and shaping of 
stock on straight or irregular 
work. 

Type Jobs 

Sand stock 

Shape straight work 

Shape irregular work 

Cut rabbet 

Cut grooves 

Cut flutes 

Ability to: set-up for work, operate, and 
keep shaper in running condition for 
rabbeting, grooving, fluting and shap¬ 
ing straight or irregular shaped work; 
make necessary jigs or fixtures; grind 
shaper knives; adjust guards properly; 
use trade terms properly and apply 
knowledge of stock to work; inter¬ 
pret blue prints and plans for this type 
of work; make all necessary computa¬ 
tions for work with the shaper; apply 
extreme safety precautions. 

Knowledge of: adjustments necessary 
for getting various shapes; proper jigs; 
kinds and uses of cutters; proper 
methods of grinding knives; proper 
guards. 











ANALYSIS OF THE TRADE BY OPERATIONS 


79 


UNIT B (13) 

SHAPER WORK 




Required Information 

Auxiliary Information 

Trade Mechanics 

Trade Terms 

Measure to l/64th of an inch. 

Calculate for irregular shapes and sizes. 
Calculate for grooves. 

Table, guide pin, raising hand wheel, 
throat collar, clamping screw, spindle 
wrench, countershaft, spindle bearings, 
single-spindle shaper, double-spindle 
shaper, fence, safety shaper heads, 

Trade Drawing 

knife collars, etc. 

Read plans and lay out various designs. 
Lay out all types of irregular work. 

Lay out and design simple types of jigs. 

Care and Use of Machine 

Care of getting same width and adjusting 
knives in collars. Proper oiling. Proper 

Trade Science 

adjustments. 

Effect of: speed on wood; working 
against grain. 

Value of: properly weighing knives; im¬ 
proper belting and shafting. 

Safety Precautions 

Danger of knives flying out. Danger of 
working too near knives. Use of guards. 
Extreme danger from “backing up.” 

Knowledge of Stock 

Recognition of: working properties of 
wood; proper safety shaper heads. 








80 


ANALYSIS OF THE CABINETMAKER’S TRADE 



UNIT B (14) 

STICKER WORK 

Progression factors: Accuracy, fear. 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 


Jobs involving planing, recess¬ 
ing, shaping, molding, and 
profiling doors, sashes, and 
simple moldings with a sticker 
machine. 

Type Jobs 

Run molding with top head 

Run molding with top head and 
one side 

Run molding with top head and 
both sides 

Run molding with four heads 

Ability to: set-up for work, operate, and 
keep machine used for doors, sashes, 
and simple moldings in working condi¬ 
tion; make all adjustments necessary 
for different types of work and pat¬ 
terns; use special heads for special 
work; select, grind, and balance prop¬ 
erly for proper shape; use one head or 
any combination of heads; interpret 
drawings for patterns used; make all 
computation necessary for work in 
sticker; use trade terms properly; use 
knowledge of stock to advantage; 
apply all safety precautions. 

Knowledge of: type of work that can be 
done on sticker; standard parts used 
for various types of patterns; adjust¬ 
ments and special heads that can be 
used on sticker; kinds and styles of 
knives; styles of simple molding; best 
methods of working wood for high 

grade work; proper side to run. 

• 










ANALYSIS OF THE TRADE BY OPERATIONS 


81 


UNIT B (14) 

STICKER WORK 


Required Information 


Trade Mathematics 

Measure to 1/64th of an inch. 

Calculate and allow for different cuts. 

Calculate for setting proper guides. 

Measure for curves, circles, and irregu¬ 
lar work. 

Trade Drawing 

Read plans for quantities. 

Read plans and lay out for designs. 

Read blue prints or drawings for proper 
patterns. 

Trade Science 

Effect of: speed on wood; friction on 
wood; vibration on work; dull cutter- 
heads on work; kinds of woods on 
knives; sap and heart of wood on 
grain; stopping machine on wood. 

Value of properly weighing knives. 


Auxiliary Information 


Trade Terms 

Hollow backing, flooring heads, groove- 
head, tongue head, side heads, profiler 
heads, high disc, spindle, shiplap heads, 
combination heads, cutter-heads, cut¬ 
ter-arbor, edge-molding, fillet and 
fascia, sunk fillet, quarter round, bead, 
scotia, conge, splay, bead and cove, 
crown, ogee, cove, etc. 

Care and Use of Machine 

Proper lubrication. Care of feeding stock 
properly. 

Safety Precautions 

Danger of knife flying off. Proper follow- 
through, so guide does not become 
loose. Danger from knots and cross 
grain in wood. Danger from wood 
coming back. 

Knowledge of Stock 

Knowledge of working properties of 
stock. Recognition of hard and soft 
woods. Recognition of defects in wood. 








82 


ANALYSIS OF THE CABINETMAKER’S TRADE 


UNIT C 


BENCH WORK 


UNIT OBJECTIVE 


Ability to: use skillfully, take care of, and sharpen all hand tools necessary in bench 
work; do accurate cutting where necessary; fit hardware; fit and trim various 
parts of furniture; lay out stock from plans; make necessary computations; inter¬ 
pret plans for location of hardware and fitting and trimming of parts of furniture; 
apply all safety precautions and knowledge of stock effectively. 


Check- 



ING 

Level 

Type Job Specifications 

' 

Objective 


No. 1 


Jobs involving the placing and 
fastening of the various types 
of movements and decorative 
hardware. 

Type Jobs 


Ability to: apply constructive and dec¬ 
orative hardware necessary to cabinet 
work; fasten properly necessary hard¬ 
ware; do accurate cutting for fitting 
hardware, bore holes if necessary. 


No. 2 


Apply: 

Decorative hardware 

Hinges 

Bolts 

Drawer Locks 
Mortise Locks 


Knowledge of: various methods of fast¬ 
ening different types of movements 
and fittings; methods of properly sup¬ 
porting flaps and falls; setting out and 
centering hinges; types of ornamental 
hardware; sizes of bits. 


Jobs involving the fitting and 
trimming of parts of furniture 
as cabinet doors, drawers, 
table tops, molding, etc. 


Ability to: apply any necessary trim¬ 
ming to cabinet work; glue, assemble, 
and clamp objects together; assemble 
material if necessary. 


Type Jobs 

Fit, hinge, or fasten: 

Special trimming 
Special doors* 

Table tops 
Cabinet moldings 
Drawers 

Use hand tools for finishing 
work. 


Knowledge of: proper methods of fast¬ 
ening trimmings; various styles; 
proper proportions; proper construc¬ 
tion; details; sizes of nails, and screws; 
types of molding; methods, kinds, and 
uses of various glues. 


* See sample type job instruction sheet corresponding to this job on pages 31 and 40. 















ANALYSIS OF THE TRADE BY OPERATIONS 


83 


UNIT C 

BENCH WORK 

UNIT OBJECTIVE— {Continued) 

Knowledge of: various kinds of construction used in furniture; proper methods of 
fastening hardware and trimming; various styles and uses of hardware; types of 
moldings; different kinds of fastenings used in furniture construction; proper 
kinds and uses of glues; value of sharp tools. 

Progression factors: Accuracy, workmanship 




Required Information 

Auxiliary Information 

Trade Mathematics 

Trade Terms 

Measure to 1/64 inch. 

Measure for spacing. 

Butt, stopped butt, back flap, strap, re¬ 
versible, wardrobe, dolphin, wardrobe 
stay, ball and socket, spring catch, 

Trade Drawing 

thumb catch, desk lock, box lock, cup¬ 
board turn, till lock, spring bolt, castor, 

Read blue prints or plans for location of 
hardware. 

stay slotted bar mounts, brass, copper, 
etc. 

Trade Science 

Care and Use of Tools 

Reason for proper location for hinges. 

Care of sharp edged tools on hardware. 

Safety Precautions 

Danger of placing hardware in wrong 
place. 

Knowledge of Stock 

Recognize: kinds and quality of hard¬ 
ware; size of bits. 

Trade Mathematics 

Trade Terms 

Measure for angles. 

Trimming, molding, brads, screws, finish¬ 
ing nail, wardrobe door, panel door, 

Trade Drawing 

barred door, flush door, etc. 

Read the blue prints and plans for loca¬ 
tion of various kinds of trimming. 

Care and Use of Tools 

Care of cutting in wood when applying 

Trade Science 

hardware. 

Value of proper joints. 

Effect of: air on trimming; too much 
glue. 

Safety Precautions 

Danger from improper fastening. 

Value of kiln-dried wood. 

Knowledge of Stock 

Recognition of : quality of wood; working 
properties of wood; sharp tools; framed- 
up work which is square. 













84 


ANALYSIS OF THE CABINETMAKER ? S TRADE 


INDEX 


Accuracy, progression factor, 18. 
Advancement, opportunities for, 12. 
Advisory committee, 13. 

Analysis, trade, 17. 

Arranging unit order, 24. 

Assembling, 24, 46. 

Assigning jobs, 25. 

Auxiliary information, 21, 41. 

Band sawing, 62. 

Bench work, 24, 82. 

Block, 17. 

Boring, 60. 

Case method, 42. 

Charts: 

Cabinetmaker’s trade, 22. 

Cabinetmaker, 24. 

Checking level, 19. 

Checking level objective, 20. 

Citizenship, 43. 

Cooperative plan, 14. 

Courses: 

Day trade extension, 14. 

Evening trade extension, 15. 

Full-time, 15. 

Part-time cooperative, 14. 

Demand for cabinetmakers, 7. 

Dividing the trade: 

According to processes, 23. 

According to product, 23. 

Drawing, trade, 21. 

Entrance requirements, 11. 

Educational, 11. 

Physical, 11. 

Hazards, 10. 

Hours, 10. 

Hygiene, 43. 

Individual instruction, 25. 

Information, auxiliary, 21, 41. 

Information, required, 18, 20. 

Intermediate objectives, 20. 

Instructional order, 20. 

Instruction sheets, 25. 

Assemble enclosed furniture, 39. 
Assemble paneled single cabinet door, 29. 
Construct and assemble paneled single 
cabinet doors, 27. 

Construct and assemble smoking cabinet 
33. 

Fit and fasten single cabinet doors, 31. 
Fit, hang, and fasten double cabinet 
doors, 40. 

Joint stock, 32. 

Use hand tools for finishing work, 37. 
Instruction vs. Production, 25. 

Job listing, 17. 

Jointing, 56. 

Knowledge, technical, 20. 

Lathe, polishing in, 72. 


Lathe work, 68. 

Listing the jobs, 17. 

Machine operations, 24, 49. 
Mathematics, trade, 21. 

Mortising, 64. 

Nlimber of operations, 18. 

Objective: 

Unit, 19. 

Intermediate, 20. 

Opportunities for advancement, 12 
Organization, trade, 10. 

Planer work, 52. 

Polishing in lathe, 72. 

Pi’oduction order, 20. 

Progression factors, 18. 

Real jobs, 20. 

Required information, 18, 20. 
Requirements, entrance, 11. 
Requirements for trade course, 16. 

Sanding, 50. 

Sawing, band, 62. 

Sawing, scroll, 58. 

Sawing, table, 54. 

Science, trade, 21. 

Scroll sawing, 58. 

Shaper work, 78. 

Sharpening, 76. 

Short units, 15. 

Special interior w r ork, 24. 
Specifications, type job, 19. 

Sticker work, 80. 

Summary of analysis, 21. 
Supplemental drawing, 43. 
Supplemental English, 42. 
Supfilemental mathematics, 42. 
Supplemental science, 42. 
Supplemental subjects, 41. 

Table sawing, 54. 

Teacher qualifications, 13. 

Technical knowledge, 41. 

Tenoning, 66. 

Trade analysis, 17. 

Trade drawing, 21. 

Trade hazards, 10. 

Trade intelligence, 41. 

Trade mathematics, 21. 

Trade organization, 10. 

Trade science, 21. 

Trade teachers, 13. 

Type course, full-time, 16. 

Type job instruction sheets, 25ff. 
Type jobs, 20. 

Type job specifications, 19. 

Types of training, 13. 

L T nit, 17. 

Unit objective, 19. 

Unit order, 24. 

Wages, 9. 

Working conditions, 10. 


ANALYSIS OF THE CABINETMAKER’S TRADE 


Unit No. 1 

FURNITURE CONSTRUCTION 

Part I.—Open Framed-up Furniture 
UNIT OBJECTIVE 

Ability to : use skillfully, sharpen, and take care of all tools needed 
for work on open framed-up work; set-up for work and operate all 
machines that can be used for the production of this kind of furniture; 
lay out from rod and blue prints; shape, fit, assemble, fasten, and 
prepare for finish with scraper, sandpaper, or steel wool all open 
framed-up wmrk; work from details, sketches, working drawings, and 
full-sized drawings; make simple designs; apply trade practices; make 
all computations necessary; use all trade terms correctly; apply 
knowledge of stock to advantage; apply all safety precautions in con¬ 
nection with sharp-edged tools or machines used. 

Knowledge of: when to use all kinds of tools or machinery; proper 
types, form proportions, and designs to use; systematic and proper 
methods of laying out, shaping, fitting, assembling, and fastening of 
open framed-up furniture; modern practice in the trade; scientific 
facts necessary for proper construction and finish. 



ISSUED BY 

The Division of Vocational Education 
University of California 
in co-operation with 

The State Department of Vocational Education 
State Board of Education 


ANALYSIS OF THE CABINETMAKER’S TRADE 

FURNITURE CONSTRUCTION 

Part I. Open, Framed-up Furniture 
Progression factors: Accuracy, workmanship, complexity, number of operations 


Division Bulletin No. 13 
Trade and Industrial Series, No. 2 

Unit No. 1 
Part I 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

Required Information 

Auxiliary Information 

No. 1 

Jobs involving laying out, construct¬ 
ing, assembling, fastening, and 
preparing for finish of simple open 
framed-up furniture involving 
small, simple joints. 

Type Jobs 

Construct: 

Book ends 

Flower stands 

Book stands 

Hall stands 

Magazine stands 

Smokers’ stands 

Lamp stands 

Fern boxes 

Folding screens 

Pedestals 

Fire screens 

Waste-paper baskets 

Hall seats 

Step ladders 

Ability to: lay out, shape, fit, assemble, fasten, and 
prepare for finish some simple type of op en 
framed-up work; set-up and operate the ma¬ 
chines necessary to do this type of work; esti¬ 
mate cost of material needed; make joints re¬ 
quired for these jobs; use cold or hot glue; work 
from drawings and make rough sketches of sim¬ 
ple designs; make all computations necessary 
use all safety precautions for sharp-edged tools 
or machines. 

Knowledge of: best methods for fastening and as¬ 
sembling; proper machines to use for shaping the 
various pieces used in this construction; proper 
kinds of wood to use for the various pieces of 
furniture listed here; best kinds of joints and how 
to make them in a workmanlike way; proper 
methods of gluing; standard sizes and propor¬ 
tions of this type of cabinet work; effective 
designs for these jobs. 

Trade Mathematics 

Measure to l/64th of an inch. 

Calculate for joints on small pieces. 

Estimate lumber used. 

Trade Drawing 

Read plans for design. 

Work from details for construction. 

Read blue prints for dimensions, 

Trade Science 

Effect of: joints on strength; proper fasten¬ 
ings; stresses and strains; hard and soft 
wood; kiln-drying lumber; veneering; bend¬ 
ing lumber on strength; dry and green lum¬ 
ber; temperature in gluing; kinds of nails 
and screws; cross-grain surface on scraper. 

Value of: glue; proper construction; rubbed 
and squeezed glue joints; scraping with 
grain. 

Effect of decayed wood. 

Trade Terms 

Grain, working drawing, warp, hand screws, 
templet, shooting, scroll, clamps, pattern, 
bevel, paring, glue joint, dowel joint, butt 
joint, mortise and tenon joint, half-lap joint, 
joinery, matched, rabbet joint, dado joint, 
dado and rabbet joint, etc. 

Care and Use of Tools 

Care in handling sharp-edged tools. 

Care in keeping tools in convenient place for 
use. 

Avoid using sharp-edged tools on glue. 

Safety Precautions 

Danger in splitting wood. Danger of slivers. 
Danger of machines. 

Knowledge of Stock 

Recognition of: quality of stock; working 
properties; proper design; proper construc¬ 
tion; strength of materials; hot and cold glue; 
proper joints; proper methods of fastening. 

No. 2 

Jobs involving the laying out, con¬ 
structing, assembling, fastening, 
and preparing for finish of more 
complicated jobs in open-framed 
work, as tables, etc., involving 
more difficult construction. 

Type Jobs 

Construct: 

Kitchen tables 

Sand tables 

Lap tables 

Card tables 

Dressing tables 

Bed tables 

Tea tables 

Typewriting tables 

Hall tables 

Chess tables 

Piano benches 

Writing tables 

Library tables 

Davenport tables 

Drawers 

Cabinet doors 

Ability to: lay out, shape, fit, assemble, fasten, and 
prepare for finish several types of tables requiring 
straight lines in construction; construct drawers 
needed; work from full-sized drawings or 
“rods;” make and use necessary templates; take 
all necessary dimensions off blue prints; work 
from details, sketches, or blue prints; operate 
machines necessary for this type of work; heat 
wood properly before gluing-up legs or table 
tops; make simple designs. 

Knowledge of: various types of tables; proper de¬ 
signs; details of construction; best kinds of wood 
to use for various types of tables; standard sizes 
and proportions; different methods in drawer 
construction; methods of fastening table tops; 
method of gluing-up legs; matching wood. 

Trade Mathematics 

Calculate for shoulders, tenons, mortises, and 
dovetail joints used in table and drawer 
construction. 

Trade Drawing 

Make full-sized drawings from blue print or 
sketches 

Work from sectional views. 

Trade Science 

Value of: drawer tightening as it is with¬ 
drawn; heating stock before gluing. 

Effect of: wax and soap on bottom of drawer; 
heat on glue joints; defects in wood. 

Trade Terms 

Template, test for squareness, rods, slipping, 
bead and flush slip, feather top, Tudor, 
Jacobean, William and Mary, Queen Anne, 
Chippendale, Adam, Hepplewhite, Sheraton, 
dovetail joint, etc. 

Care and Use of Tools 

Avoid contact of sharp-edged tools with clamps. 

Safety Precautions 

Danger of: glue setting too soon; getting glue 
too thick; dowels on top being out of true; 
altering shape. 

Danger of clamps denting stock. 

Knowledge of Stock 

Recognize: proper stock for tops; effective 
grain in wood; defects in wood. 

Identification of English, Colonial, and Modem 
types of furniture. 

No. 3 

Jobs involving the laying out, con¬ 
structing, assembling, fastening, 
and preparing for finish of mis¬ 
cellaneous open framed-up furni¬ 
ture, including straight or simple 
curved work having more com¬ 
plicated details of construction. 

Type Jobs 

Construct: 

Lawn swings 

Shaving stands 

Corner cabinets 

Revolving bookcases 

Bedsteads 

Sideboard tables 

Dinner wagons 

Gate-leg tables 

Writing desks 

Extension tables 

Ability to: lay out, shape, fit, assemble, fasten, and 
prepare for finish some open framed-up furni¬ 
ture, including straight and curved work and re¬ 
quiring considerable skill; turn out legs on lathe 
if necessary; set-up and operate necessary ma¬ 
chines; estimate cost of material; make nect^ 
sary joints; work from “rods” or drawings, es¬ 
pecially detail drawings; make necessary com¬ 
putations; make simple designs. 

Knowledge of: best methods of fastening and as¬ 
sembling; machines to use; kinds of woods to use; 
kinds of joints; strength of materials; proper de¬ 
signs for these jobs; standard sizes and propor¬ 
tions; methods in production of simple curved 
work. 

Trade Mathematics 

Calculate for curves and circles. 

Trade Drawing 

Lay out full-sized curves and circles from 
drawings. 

Lay out segments of circles. 

Trade Science 

Effect on strength of: building up segments; 

bending stock; curved stock. 

Value of: soft wood for segments; steaming 
wood for bending. 

Trade Terms 

Oval, circular, curved templates, segments, 
built-up, T-guage, built-up galleries, veneer, 
etc. 

Care and Use of Tools 

Care in using tools properly on curved work to 
insure squareness of stock. 

Safety Precautions 

Extreme care in fitting to insure squareness. 
Danger of wind. 

Knowledge of Stock 

Recognize: proper built-up segments; proper¬ 
ties of wood for this work. 

No. 4 

Jobs involving the laying out, con¬ 
structing, assembhng, fastening, 
and preparing for finish of some of 
some of the most difficult types of 
open framed furniture, including 
more difficult curved and circular 
work, also turning of legs on lathe 
if necessary. 

Type Jobs 

Construct: 

Circular tables 

Pillar tables 

Elliptical tables 

Tea wagons 

Dining tables 

Ability to: lay out, shape, fit, assemble, fasten, and 
prepare for finish types of furniture calling 
for exceptional skill, as elliptical or circular open 
framed-up work, involving complicated details 
in construction; turn legs on lathe if necessary; 
veneer work if necessary; set-up and operate 
necessary machines for this type of work; make 
simple designs; work fom details. 

Knowledge of: methods of cutting out, assembhng, 
and fitting of elliptical or circular work; propor¬ 
tions, designs, sizes, and joints to use; methods 
of gluing and fastening tops. 

Trade Mathematics 

Compute circumferences of circles. 

Compute segments of circles. 

Compute elliptical work. 

Trade Drawing 

Lay out any type of circular and elliptical 
work. 

Trade Terms 

Rim, blocks, tapped, shoe, pocket screwing, 
etc. 

Care and Use of Tools 

Extreme care of tools slipping and spoiling 
curves. 

Safety Precautions 

Danger of getting circular or elliptical work 
out of true plane. 

Knowledge of Stock 

Recognition of: styles of tables; proper ma¬ 
terial for this work. 

* No. 5 

Jobs involving the routing, shaping, 
molding, and connecting of seg¬ 
ments necessary for the construc¬ 
tion of hall, drawing and dining 
room chairs. 

Type Jobs 

Construct: 

Hall chairs 

Porch chairs 

Morris chairs 

Mission chairs 

Dining room chairs 

Arm chairs 

Settees 

Roman chairs 

Drawing room chairs 

Office chairs 

Ability to: shape, mold, cut, assemble, and fasten 
segments necessary for chair construction; brace, 
screw, glue and construct frame properly; repro¬ 
duce old models, seats, and framing; set-up 
machines for this type of work; estimate cost of 
material needed; make straight and curved 
joints required; work from details; make all 
computations necessary. 

Knowledge of: names, periods, general character¬ 
istics, and proportions of various types of chairs; 
methods of construction; special tools needed for 
chair work; form and detail; forms of seats; 
shape and angles of backs; form and height of 
arms; proper arrangements to make for up¬ 
holstery; special tools required. 

Trade Mathematics 

Calculate for ellipses and curves. 

Trade Drawing 

Lay out curved work from blue print or plan 
on wood for cutting out. 

Trade Science 

Effect of: steel on wood for scraping; curved 
work in chairs on strength; various kinds of 
joints in chairs; improper clamping. 

Trade Terms 

High back, spoon back, ladder back, oval, 
shield, heart, over-stuffed, lattice, splayed, 
Ribaud, Lyre, Wheatshief, segments, mark¬ 
ing out, templet, settee, routers, molding, 
segments, doweling, slats, banister, sweep, 
frame saws, leg vice, spokeshave, clamps, 
templates, saddle, etc. 

Care and Use of Tools 

Care of mortising chisels. 

Safety Precautions 

Danger of: imperfect fitting; pulling out of 
true; splitting or marring curves laid out. 

Knowledge of Stock 

Identification of styles of chairs. Recognition 
of proper woods for chair construction. 


—-- 



All rights reserved by 

The Division of Vocational Education, 
University of California, 1923. 



















































ANALYSTS OK r rFTE CABINETMAKER’S TRADE 

Unit No. 1 


.sdt 


FURNITURE CONSTRUCTION 

Part II.—Enclosed Furniture 

-linu-tiini to ieoo t 

UNIT OBJECTIVE 

. . ■■ 

Ability to: use skillfully, sharpen, and take care of all tools needed 
for working on enclosed furniture requiring panelling; set-up for 
work and operate all machines that can be used for the production of 
us jpe of woik; lay out from rods and blue prints, shape fit 
assemble fasten, and prepare for finish with scraper, sandpaper or 
steel wool all panelled furniture of the enclosed tvpe; work from 
details sketches, working drawings and full-sized drawings; make 
simple designs from catalogs; apply trade practices; make all com¬ 
putations necessary; use all trade terms correctly; apply knowledge 
of stock to advantage; apply all safety precautions in connection with 
sharp-edged tools or various machines used. 

knowledge of: styles, sizes, and proportions of the various types 
of high-grade furniture; systematic and proper methods of laying out, 
s taping, assembling and fastening of the common types of enclosed 
furniture having several carcases; properly designed and constructed 
furniture; proper tools and machines necessary - proper joints, sup 
ports, shelves, drawers, hardware, etc. 


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ANALYSIS OF THE CABINETMAKER’S TRADE 

Unit No. 2 

SPECIAL INTERIOR WORK 

UNIT OBJECTIVE 

Ability to: use skillfully, sharpen, and take care of all tools and 
machines needed for special interior work; lay out, construct, assemble 
and fasten any type of built-in cabinet work; work from blue prints, 
catalogues and specifications; make own detail drawing if necessary; 
recognize and select quantity and quality of material; lay out, fit, 
shape, assemble, and fasten any type of special furniture; recognize 
pioper location of built-in cabinet work; treat defects in woods; apply 
practices in the trade; make all computations necessary; use all trade 
terms correctly; apply knowledge of stock to advantage; apply all 
safety precautions in connection with sharp-edged tools or machines 
used. 

Knowledge of: standard types, sizes, and proportions of special 
furniture and built-in cabinet work; use and kinds of machines; 
scientific trade methods in shaping, assembling and fastening special 
interior w r ork. 



ISSUED BY 

Tee Division of Vocational Education 
Univeesity of California 
in co-operation with 

The State Department of Vocational Education 
State Board of Education 


ANALYSIS OF THE CABINETMAKER’S TRADE 

SPECIAL INTERIOR WORK 

Progression factors: Fear, accuracy, workmanship, number of operations, complexity 


Division Bulletin No. 13 
Trade and Industrial Series, No. 2 

Unit No. 2 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

Required Information 

Auxiliary Information 

No. 1 

Jobs involving the laying out, con¬ 
structing, assembling, and fasten¬ 
ing of special furniture for shops or 
offices. 

Type Jobs 

Construct and assemble: 

Special shelves 

Special doors* 

Railings 

Tables 

Bookshelves 

Counters 

Desks 

Display cases 

Ability to: lay out, shape, fit, assemble, and fasten 
special interior work as shelves, desks, cases, 
counters, railings, etc.; interpret blue prints and 
drawings; work from details; make computa¬ 
tions involving this type of work; apply all me¬ 
chanical locking actions; use tools and machines 
necessary; use trade terms; apply necessary 
molding; make simple designs. 

Knowledge of: designs of cases, counters, etc.; me¬ 
chanical locking actions; methods of locking 
drawers; patent attachments; proper sizes and 
proportions of this type of construction; types of 
molding. 

Trade Mathematics 

Measure to 1/64th of an inch. 

Calculate for layouts. 

Estimate for quantity. 

Trade Drawing 

Read drawings and details for construction. 
Read elevations and sections. 

Make necessary layouts from drawing either 
full-size or to a scale. 

Trade Science 

Effect of: mechanical locking actions; im¬ 
proper hinges; various types of fastenings on 
strength of work. 

Trade Terms 

Shelves, desks, cases, tables, counters, railings, 
etc. 

Care and Use of Tools 

Care of sharp-edged tools. 

Safety Precautions 

Danger of: work being out of line; improper 
proportions and designs; denting wood. 

Knowledge of Stock 

Recognize: quantity and quality of stock; 
proper layouts and constructions; proper 
proportion and sizes. 

No. 2 

Jobs involving the laying out, con¬ 
structing, assembling and fasten¬ 
ing of any type of built-in cabinet 
work. 

Type Jobs 

Build in: 

Cupboards 

Bookcases 

Medicine Chests 

Breakfast Nooks 

Buffets 

Ability to: lay out, construct, assemble and fasten 
any type of built-in cabinet work; take dimen¬ 
sions and constructions from blue prints or cata¬ 
logs; recognize location of built-in features in 
reference to other furniture; treat defects in 
wood. 

Knowledge of: standard measurements for built-in 
fixtures; types, designs and proper proportions 
for built-in cabinet work. 

Trade Mathematics 

Accurate linear, angular and circular measure¬ 
ments. 

Trade Drawing 

Work from details, plans, specifications or 
catalogs. 

Trade Science 

Effect of: proper proportions and construc¬ 
tion on strength of built-in work; air and 
heat on wood. 

Trade Terms 

Buffet, bookcases, medicine chests, breakfast 
sets, ironing boards, cupboards, etc. 

Care and Use of Tools 

Keeping tools in proper place. 

Safety Precautions 

Danger of: denting built-in cabinet work; care 
of losing tools. 

Knowledge of Stock 

Recognize: defects; proper proportions; stock 
sizes. 

No. 3 

Jobs involving the laying out, con¬ 
structing, assembling, and fasten¬ 
ing of partitions, panels, and grills 
in office work. 

Type Jobs 

Construct and assemble: 

Partitions 

Panels 

Grille work 

Special fixtures 

Ability to: lay out, shape, fit, assemble, and fasten 
special work requiring partitions, panels, grille 
work, etc.; pick out suitable sizes, etc.; make 
and work from templates; make simple designs. 

Knowledge of: designs, sizes, types, and propor¬ 
tions of this type of work. 

Trade Mathematics 

Calculate for curved and circular work. 

Trade Drawing 

Work from details of various styles of panel¬ 
ling. 

Trade Science 

Effect of: relation of the height of the wall to 
the part covered; paint and tar as a damp 
preventive. 

Trade Terms 

Partitions, panels, grille work, etc. 


All rights reserved by * See sample type job instruction sheet corresponding to this job on page 27. 

The Division of Vocational Education, 
















ANALYSIS OP THE CABINETMAKER’S TRADE 

Unit No. 3 

STAIR BUILDING 

UNIT OBJECTIVE 

Ability to: use, sharpen, and take care of all tools needed in stair 
building; read and take off all dimensions necessary from blue prints 
or sketch; build complete any form of stairs found in ordinary house 
construction; lay out, cut, and place stringers for any type of stairs; 
finish stair flights; fit and place any type of stair posts; lay out, 
build up, and place any form of circular or curved work. 

Knowledge of: building regulations; principles involved in plan¬ 
ning and laying out simple stair construction; the different forms of 
stairs; types of posts and when to use them; standard sizes of stock 
required; methods of constructing risers and treads; designs of 
balusters and hand-rails. 



ISSUED BY 

The Division of Vocational Education 
University of California 

IN CO-OPERATION WITH 

The State Department of Vocational Education 
State Board of Education 


ANALYSIS OF THE CABINETMAKER’S TRADE 

STAIR BUILDING 

Progression factors: Accuracy, skill, number of operations 


Division Bulletin No. 13 
Trade and Industrial Series, No. 2 

Unit No. 3 


Check¬ 

ing 

Level 

Type Job Specifications 

Objective 

Required Information 

Auxiliary Information 

No. 1 

Jobs involving the laying out, cut¬ 
ting, and placing of simple straight 
run stair stringers or carriages. 

Type Jobs 

Lay out, cut, and place stringers for: 
Porch steps 

Basement stairs 

Attic stairs 

Hall stairs 

Ability to: lay out, cut, and place stringers involving 
straight run work for inexpensive and simple 
stairs from blue prints and specifications; use all 
common and special tools needed for this type of 
construction. 

Knowledge of: proper proportion between treads 
and risers; method of laying out stringers; meth- 
of fastening heads or tops of stringers; necessary 
space for headroom. 

Trade Mathematics 

Read steel or framing square for laying out 
stringers. Measure to 1/16 of an inch. So¬ 
lution of right triangle. 

Trade Drawing 

Read blue prints and understand specifica¬ 
tions for straight run work 

Trade Science 

Strength of materials needed for various types 
of stairs. Methods of fastening stringers. 
Pitch of steps and stairs. Value of paint on 
joints. 

Trade Terms 

Straight run, straight flight, stringer, carriage, 
head-room, story pole, pitch board, rise, run, 
closed stringer, semi-enclosed stringer, fram¬ 
ing square, steel square, etc. 

Care and Use of Tools 

Care of steel square and saw. 

Safety Precautions 

Danger of loose boards and improperly secured 
treads. Danger of falling boards. 

Knowledge of Stock 

Recognize any defects which will weaken 
stringers. 

No. 2 

Jobs involving the laying out, cut¬ 
ting, and placing of stair stringers 
requiring more complicated plan¬ 
ning and framing. 

Type Jobs 

Lay out, cut, and place stringers for: 
Platform flight stairs 

Box flight stairs 

Dog-leg flight stairs 

Winding flight stairs 

Ability to: lay out, cut and place any type of 
stringer used for stair building in ordinary house 
construction, according to blue prints, specifica¬ 
tions, and building code, and to make any addi¬ 
tional layouts necessary; work from detail draw¬ 
ings; use any special tools necessary for framing 
complicated stair forms. 

Knowledge of: the various forms of stairs used in 
ordinary house construction; the easiest, safest, 
and most attractive forms of stairs; methods of 
building complicated stair stringers. 

Trade Drawing 

Read details and sketch layouts for any type 
of stair work used in ordinary house construc¬ 
tion. 

Trade Science 

Value of proper risers and treads for safety 
and physiclal comfort. 

Trade Terms 

Platform flight, box flight, dog-leg flight, wind¬ 
ing flight, platform landing, winders, bridge 
measure, butt, buttress, curb stairs, knock 
down, wellhole, wedges, face string, etc. 

No. 3 

Jobs involving the cutting, fitting, 
and placing of material necessary 
for finishing stair flights. 

Type Jobs 

Cut, fit, and place: 

Wedges 

Treads and risers 

Skirting boards 

Handrails or stair rails 

Balusters 

Molding 

Blocks for treads and risers 

Story rod 

Ability to construct and finish open string and 
closed or curb string flight of stairs. 

Knowledge of: proper allowance for bottom tread 
on stringer; different methods of putting treads 
and risers together; various designs and methods 
of setting balusters; forms of handrails and 
methods of fastening to posts; methods of fitting 
skirting boards; types of nosing and cove mold¬ 
ing; methods of laying out necessary angles for 
accurate work. 

Trade Mathematics 

Measure to 1/32 of an inch. Measure angles 
necessary in handrails and balusters. 

Trade Drawing 

Draw angles indicated in specifications. 

Trade Science 

Cause of shrinkage. Adhesion of glue. The 
value of glue blocks in taking out squeaks. 
Effect of dirt on finished material. 

Trade Terms 

Scotia, molding, nosing, cove, closed string, 
open string, curb string, housed, skirting 
board, balusters, handrails, stair rails, story 
rod, railing, treads, risers, glue blocks, gal¬ 
lery rail, etc. 

Safety Precautions 

Caution concerning injury to finished material. 

Knowledge of Stock 

Stock sizes of balusters. Proper material for 
interior finish. Defects spoiling finished 
work. Stock sizes for handrails. 

No. 4 

Jobs involving the fitting and placing 
of stair posts at bottom, top, and 
angles of the stairs. 

Type Jobs 

Fit and place: 

Gallery posts 

Starting posts 

Newel posts 

Landing posts 

Platform posts 

Winding posts 

Ability to fit accurately and place properly any 
type of posts called for in the building plan. 

Knowledge of: methods of fastening posts; stock 
sizes; quality and quantity of material used. 

Trade Drawing 

Read plans for location and kinds of posts. 

Trade Terms 

Rosettes, gallery post, starting post, newel post, 
landing post, platform post, winding post, 
stair post, etc. 

Knowledge of Stock 

Stock sizes of posts. 

No. 5 

Jobs involving laying out, building 
up, and placing of circular or 
curved stair work. 

Type Jobs 

Lay out, build up, and place: 
Handrailing 

Circular stair risers 

Curved stairs 

Ability to lay out and construct necessary forms 
for circular work from blue prints, plans, or detail 
drawings. 

Knowledge of: methods of building up circular 
risers; methods of fastening wreath or ease-off. 

Trade Mathematics 

Measurements involving circular forms. 

Trade Drawing 

Lay out from blue print on thin wood or paste¬ 
board elliptical arc for pattern for hand rail¬ 
ing. Lay out from blue print circles or 
semi-circles needed. 

Trade Science 

Effect of pitch line on stairs; spiral and elliptical 
work on construction. 

Trade Terms 

Circular stair risers, handrailing, wreath, ease- 
off, mold, quarter turn stairs, circular flight, 
winding flight, pitch fine, veneer, kerf, pat¬ 
tern, quarter turn, spiral stairs, elliptical 
arc, curved stairs, etc. 


All rights reserved by 

The Division of Vocational Education, 
University of California, 1923. 
























































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